Developing a Virtual Learning Environment for Clinical Education amidst a Pandemic

Autor/inn/en	Greicar, Margo; Post, Eric; Coliflores, Justine; Ahlstrom, Christian; Ater, Natalie; Chavez, Madisyn; McDonald, Amy; Paul, Sarah; Rodgers, Daniel; Green, Ryan
Titel	Developing a Virtual Learning Environment for Clinical Education amidst a Pandemic
Quelle	In: Athletic Training Education Journal, 16 (2021) 2, S.132-141 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1947-380X
DOI	10.4085/1947-380X-20-71
Schlagwörter	Simulated Environment; Educational Environment; Clinical Teaching (Health Professions); COVID-19; Pandemics; Athletics; Program Development; Distance Education; Institutional Cooperation; Student Attitudes; Relevance (Education); Allied Health Occupations Education; College Students; California (San Diego) + Suchen Sie Ihr Suchwort? Künstliche Umwelt; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Leichtathletik; Programmplanung; Distance study; Distance learning; Fernunterricht; Institute; Co-operation; Cooperation; Institut; Kooperation; Schülerverhalten; Relevance; Relevanz; Collegestudent
Abstract	Context: Because of the coronavirus disease 2019 (COVID-19) pandemic, many athletic training programs (ATPs) moved to mandatory virtual learning environments (VLEs) as access to clinical education sites was restricted for nonessential personnel, such as athletic training students (ATSs). Objective: To describe the development of a program for delivering clinical education for all ATSs through a VLE model. Background: Athletic training programs were faced with the task of delivering clinical education for all students through a virtual learning model. Further complicating the situation was that no blueprint for a VLE existed for athletic training. Description: The ATP developed clear, definitive objectives for a 6-week VLE, but afforded each clinical site the autonomy to determine how it could best implement the objectives of the VLE based upon its individual strengths and limitations. Advantage(s): Students reported increased self-motivation, improved communication skills and self-confidence, an improved ability to adapt to new situations, increased independence, personal and professional growth, the ability to stay positive and focused in the face of unexpected challenges, increased appreciation and application of evidence-based practice, and a more in-depth understanding and confidence related to organization and administration topics. Conclusion(s): Virtual learning environments offer an alternative for accomplishing the clinical education of ATSs when they cannot be physically present because of extenuating circumstances, such as a pandemic. Additionally, the objectives and implementation strategies of the VLE can be integrated into the face-to-face clinical education plan to create an improved comprehensive approach to clinical education. (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	2024/1/01