Effect of Procedure Type on Core Competency Implementation by Athletic Training Students

Autor/inn/en	Cavallario, Julie M.; Van Lunen, Bonnie L.; Manspeaker, Sarah A.
Titel	Effect of Procedure Type on Core Competency Implementation by Athletic Training Students
Quelle	In: Athletic Training Education Journal, 14 (2019) 3, S.208-214 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1947-380X
DOI	10.4085/1403208
Schlagwörter	Athletics; Allied Health Occupations Education; Minimum Competencies; Patients; Clinical Experience; Undergraduate Students; Evidence Based Practice; Computer Use; Interdisciplinary Approach; Cooperation; Professionalism; Improvement + Suchen Sie Ihr Suchwort? Leichtathletik; Fundamentum; Mindestwissen; Patient; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Co-operation; Kooperation; Professionalität; Qualitätssteigerung
Abstract	Context: Core competencies (CCs) are now a required component of educational content in all types of Commission on Accreditation of Athletic Training Education-accredited athletic training programs. There is limited evidence demonstrating which procedures included during patient encounters (PEs) occurring in clinical education allow for implementation of CCs. Objective: To determine the relationship between procedures performed by athletic training students during PEs on CC implementation. Design: Panel design. Setting: Undergraduate, professional athletic training program, National Collegiate Athletic Association Division I institution. Patients or Other Participants: We purposefully recruited 1 athletic training program that used EValue (Medhub) software; 40 participants (31 female, 9 male) enrolled in the professional phase (12 first year, 14 second year, 14 third year) participated. Interventions: Participants viewed a 20 minute recorded CC education module followed by educational handouts, which were available online for reference throughout the semester. EValue was used to track procedures (prevention, evaluation, manual therapy, rehabilitation, treatment, diagnostic, surgical, or other) performed during PEs and an added block of questions indicating which, if any, of the CCs were implemented during the PE. Main Outcome Measure(s): Independent variables included procedures performed during PEs and whether any of the 6 CCs were implemented (yes/no). Binary logistic regression models determined how the type of procedure performed related to the implementation of each CC. Results: Regression models were significant for 5 of the 6 CCs: patient-centered care (PCC; x 2/7 = 62.949, P < 0.001), interprofessional education and collaborative practice (IPECP; x 2/6 = 41.172, P < 0.001), health care informatics (x 2/7 = 186.487, P < 0.001), evidence-based practice (EBP) (x 2/8 = 54.712, P < 0.001), and quality improvement (x 2/7 = 67.967, P < 0.001). Participants including evaluation procedures during PE were 3.6 and 1.3 times more likely to implement PCC and IPECP, respectively. Participants including a diagnostic procedure were 4.2 and 2.9 times more likely to implement EBP and IPECP, respectively, and 0.2 times less likely to implement health care informatics. Participants incorporating a manual therapy procedure were 2.6, 1.7, and 2.1 times more likely to implement PCC, EBP, and quality improvement, respectively. Conclusions: Athletic training program administrators should identify clinical sites that allow for PEs and procedural opportunities that align with priorities for greater CC implementation. (As Provided).
Anmerkungen	National Athletic Trainers' Association. 2952 Stemmons Freeway Suite 200, Dallas, TX 75247. Tel: 214-637-6282; Fax: 214-637-2206; e-mail: ATEdJournal@gmail.com; Web site: http://nataej.org/journal-information.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01