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Thrasher, Ashley B., Stacy E. Walker, Dorice A. Hankemeier, and William A. Pitney. "Supervising Athletic Trainers' Perceptions of Graduate Assistant Athletic Trainers' Professional Preparation." Athletic Training Education Journal 10, no. 4 (October 1, 2015): 275–86. http://dx.doi.org/10.4085/1004275.
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Context Recent debate has ensued regarding the readiness of newly credentialed athletic trainers (ATs) to function as independent clinicians. Some ATs believe the professional preparation of athletic training students is not adequate. Objective To describe supervisors' perceptions regarding the preparation of college graduate assistants (GAs) to practice as independent practitioners. Design Consensual qualitative research. Setting Individual phone interviews. Patients or Other Participants Twenty-one collegiate ATs who had supervised GAs in the collegiate setting for a minimum of 8 years (16 men, 5 women; years of supervision experience, 14.6 ± 6.6 years). Participants who met the inclusion criteria were recruited via e-mail from the Board of Certification database and through snowball sampling. Interviews were conducted until data saturation occurred. Main Outcome Measure(s) Data were collected via phone interviews, which were recorded and transcribed verbatim. Data were analyzed by a 4-person consensus team, who independently coded the data and compared ideas until consensus was reached and a codebook was created. Trustworthiness was established through member checks and multi-analyst triangulation. Results Three themes emerged: (1) previous preparation, (2) shortcomings in GAs, and (3) suggestions for athletic training program improvement. Supervisors felt GAs were prepared academically, but there were some gaps in preparation, such as their ability to independently practice and their rehabilitation skills. Shortcomings were professional communication, role execution, and personality. Supervisors felt preparation could be improved by increasing time in clinical education, developing communication skills, and having increased experience with psychosocial intervention, rehabilitation, and nonorthopedic conditions. Conclusions Didactic preparation of GAs is the best it has ever been, yet new ATs still need more experience while being mentored by experienced ATs. Professional programs could implement standardized patient experiences to provide opportunities for new ATs to practice in communication or in other areas of weakness.
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Gardiner-Shires, Alison, Scott C. Marley, John C. Barnes, and Mark E. Shires. "Professional Baseball Athletic Trainers' Perceptions of Preparation for Job-Specific Duties." Journal of Athletic Training 47, no. 6 (November 1, 2012): 704–13. http://dx.doi.org/10.4085/1062-6050-47.6.09.
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Context The extent to which individuals are prepared completely for work in a particular athletic training setting (eg, professional sports, college, high school) is unknown. This issue is critical today, and findings in this area have implications for athletic training education policy and employers. Objective To determine the perceptions of preparation for work-specific tasks by professional baseball athletic trainers (PBATs). We also wanted to determine whether various preparation experiences interact with perceived skills. Design Cross-sectional study. Setting Online survey administered via SurveyMonkey. Patients or Other Participants Two hundred seventy-five PBATs. Intervention(s) The PBATs reported their levels of preparation before employment in their positions and their current skills in each of the 8 work task domains: evaluation of elbow injuries; evaluation of shoulder injuries; evaluation of general injuries; acute care; injury prevention; treatment, rehabilitation, and reconditioning; organization and administration; and non–athletic-training tasks. Main Outcome Measure(s) Nine repeated-measures analyses of covariance were performed with each perception of preparation (retrospective, current) as a within-subject factor. Preparation experiences were included as between-subjects factors, and number of years working in baseball was the covariate. Results Subscale reliabilities were calculated and found to be between 0.79 and 0.97. A total of 180 PBATs (65%) completed the survey. The backgrounds and routes by which PBATs gained employment in the professional baseball setting varied. Individuals who completed professional baseball internships, had previous work experience, and immediately entered the professional baseball setting after graduation had noted differences in their perceptions of preparation for work tasks. The PBATs indicated they were substantially underprepared for tasks in the organization and administration and non–athletic-training task domains. Conclusions The organizational socialization process is complex, and no 1 experience appears to completely prepare an individual for work in the professional baseball setting.
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Donahue, Martin. "Athletic Trainers' Perceptions of the Importance, Preparation and Time Spent in the Athletic Training Content Areas." Athletic Training Education Journal 4, no. 3 (July 1, 2009): 88–97. http://dx.doi.org/10.4085/1947-380x-4.3.88.
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Context: Graduates of professional programs accredited by the Commission on Accreditation of Athletic Training Education are expected to be competent and proficient in the athletic training content areas. Objective: The unique skills and knowledge that an athletic trainer (AT) must possess may have more importance in one clinical setting than in another. The purpose of this study was to determine how ATs in the six largest employment categories perceive the athletic training content areas. Design: Descriptive, exploratory. Setting: Survey instrument mailed to ATs practicing in the clinical settings identified by the National Athletic Trainers' Association (NATA) as employing the most ATs. Patients or other Participants: Participants were ATs assigned to groups based on their current clinical setting. Intervention(s): Participants were asked to rate the athletic training content areas regarding: importance for successful practice, time on task, importance for patient care, educational preparation, and educational emphasis. Main Outcome Measures: ANOVA was repeated for the seven groups, each of the 12 content areas and for each of the five research questions, producing 60 analyses. Post hoc analysis was used to determine group differences (p< 0.01). Results: ATs largely agree on the ratings of the content areas in relation to preparation, patient care, and educational emphasis. Significant differences were related to time, and importance for success. Conclusions: Findings indicate ATs do not feel well prepared in six (Pharmacology, General Medical Conditions and Disabilities, Nutritional Aspects of Injury and Illness, Psychological Intervention and Referral, Health Care Administration, and Professional Development and Responsibilities) of the twelve content areas.
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Leone, James E., Michael R. Judd, and Robert M. Colandreo. "Descriptive Qualities Of Athletic Training Education Program Directors." Athletic Training Education Journal 3, no. 2 (April 1, 2008): 43–49. http://dx.doi.org/10.4085/1947-380x-3.2.43.
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Context: Limited literature explores professional preparation of program directors (PD) to lead an athletic training education program (ATEP). Objective: To explore challenges, effectiveness, leadership, and PD role selection. Design: Descriptive and qualitative exploratory email survey. Setting: Educational. Participants: Emails were sent to 345 PDs from a Commission on Accreditation of Athletic Training Education (CAATE) listing. Main Outcome Measure(s): Measures of central tendency were used to observe years of experience, role selection (applied versus appointed), education level, and gender. Program Director effectiveness, leadership, and challenges were grouped according to common themes. Results: Most PDs (82.5%; n = 99) reported having one to ten years of experience. Mean years of experience was 7.46 (±6.36) years. A majority, 61.7% (n = 74), reported having applied for their position. Educationally, 54.2% (n = 65) held doctoral degrees compared to 45.8% (n = 55) whose highest degree was a masters degree. Six themes emerged for PD effectiveness and challenges. Lastly, seven themes regarding leadership were described. Conclusions: Program Directors should approach their role with savvy, caring, and humanistic attitudes, developed by professional preparation. Firm in their convictions and vision, PDs also are viewed as empathetic advocates for students. Program Directors play a critical role in the advocacy of the profession within institutions of higher education through professional preparation of students. Several themes pertaining to professional preparation of PDs may positively impact the profession. Future PD's should seek educational programs that prepare them for these challenges of the position, such as professional preparation in education and higher administration or curriculum and instruction.
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Thrasher, Ashley B., Stacy E. Walker, and Dorice A. Hankemeier. "Newly Credentialed Athletic Trainers' Perceptions of Professional Preparation for Their Role as Collegiate Graduate Assistants." Athletic Training Education Journal 13, no. 3 (July 1, 2018): 227–38. http://dx.doi.org/10.4085/1303227.
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Context: The professional preparation of newly credentialed athletic trainers (ATs) has been passionately debated. Understanding how newly credentialed ATs feel they are prepared will help enhance professional preparation. Objective: Explore newly credentialed ATs' perceptions of their professional preparation for their role. Design: Phenomenological qualitative. Setting: Phone interviews with graduate assistant ATs in the collegiate setting. Patients or Other Participants: Nineteen collegiate graduate assistants (15 female, 4 male; average age = 23 ± 0.15 years; National Collegiate Athletic Association Division I: 13, II: 3, III: 2, National Association of Intercollegiate Athletics: 2; postprofessional athletic training program: 6). Main Outcome Measure(s): Participants were recruited via an e-mail from the National Athletic Trainers' Association database sent to all certified students. Data were collected via phone interviews, which were recorded and transcribed verbatim. Interviews were conducted until data saturation occurred. Data were analyzed through phenomenological reduction, with data coded for common themes and subthemes. Credibility was established via member checks and peer debriefing. Results: Two themes emerged: facilitators and barriers. Overall, participants felt academically prepared for their role, but preparedness was often dependent on the facilitators of academic rigor, hands-on opportunities in clinical education, and their preceptor. Barriers included a lack of rigor in the academic setting, lack of active opportunities in clinical education, the culture of clinical experiences, and incongruence. Incongruence existed when students were exposed to all the competencies during didactic education, but never gained experience with some skills (eg, rehabilitation, documentation, communication) if situations never arose or they were not actively involved clinically. Conclusions: Athletic training students are being exposed to a variety of learning experiences academically, but often do not gain clinical experience if situations do not arise or preceptors do not allow active participation. To ensure new ATs are prepared, academic programs need to ensure rigor and place students with preceptors who provide active learning opportunities.
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Cavallario, Julie M., and Bonnie L. Van Lunen. "Preparation of the Professional Athletic Trainer: A Descriptive Study of Undergraduate and Graduate Degree Programs." Journal of Athletic Training 50, no. 7 (July 1, 2015): 760–66. http://dx.doi.org/10.4085/1062-6050-50.1.13.
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Context The examination of the appropriate professional degree for preparation as an athletic trainer is of interest to the profession. Descriptive information concerning universal outcomes is needed to understand the effect of a degree change. Objective To obtain and compare descriptive information related to professional athletic training programs and a potential degree change and to determine if any of these factors contribute to success on existing universal outcome measures. Design Cross-sectional study. Setting Web-based survey. Patients or Other Participants We contacted 364 program directors; 178 (48.9%; 163 undergraduate, 15 postbaccalaureate) responded. Intervention(s) The survey consisted of 46 questions: 45 questions that dealt with 5 themes (institutional demographics [n = 13], program admissions [n = 6], program outcomes [n = 10], program design [n = 9], faculty and staff [n = 7]) and 1 optional question. Main Outcome Measure(s) Descriptive statistics for all programs were calculated. We compared undergraduate and postbaccalaureate programs by examining universal outcome variables. Results Descriptive statistics demonstrated that 33 programs could not support postbaccalaureate degrees, and a substantial loss of faculty could occur if the degree requirement changed (553 graduate assistants, 642 potentially underqualified instructors). Postbaccalaureate professional programs had higher 2011–2012 first-time Board of Certification (BOC) passing rates (U = 464.5, P = .001), 3-year aggregate first-time BOC passing rates (U = 451.5, P = .001), and employment rates for 2011–2012 graduates employed within athletic training (U = 614.0, P = .01). Linear multiple-regression models demonstrated that program and institution type contributed to the variance of the first-time BOC passing rates and the 3-year aggregate first-time BOC passing rates (P < .05). Conclusions Students in postbaccalaureate athletic training programs performed better in universal outcome measures. Our data supported the concerns that this transition could result in the loss of some programs and an additional immediate strain on current staff due to potential staffing changes and the loss of graduate assistant positions.
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Wetherington, Jefferson J., Forrest Q. Pecha, and Alejandro Homaechevarria. "Self-Funding a Postprofessional Athletic Training Residency." Athletic Training Education Journal 11, no. 2 (April 1, 2016): 119–22. http://dx.doi.org/10.4085/1102119.
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Context: Postprofessional athletic training residencies (PP-ATRs) are formal educational programs that provide advanced professional preparation for an athletic trainer. These programs are intended to provide clinical and didactic education in a focused area of clinical practice. Identifying and procuring funding to support athletic training residencies can be extremely difficult. Objective: To provide a basic understanding of the foundational requirements of a PP-ATR and to explain some of the basic principles behind funding a PP-ATR. Conclusion(s): Orthopaedic and physical therapy residencies have been able to demonstrate supporting the costs of those residencies through billable patient visits and/or improving clinic efficiency. As they progress through training, athletic training residents are able to increase patient volumes by 3-4 patients in a physician practice setting. In addition, the resident also indirectly generates revenue for the practice, thus offsetting the cost of the residency.
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Rager, Jessica L., Julie Cavallario, Dorice A. Hankemeier, Cailee E. Welch Bacon, and Stacy E. Walker. "The Preparation and Development of Preceptors in Professional Graduate Athletic Training Programs." Athletic Training Education Journal 14, no. 3 (July 1, 2019): 156–66. http://dx.doi.org/10.4085/1403156.
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Context As professional athletic training programs transition to the graduate level, administrators will need to prepare preceptors to teach advanced learners. Currently, preceptor development is variable among programs and ideal content has yet to be identified. Exploring the development of preceptors teaching graduate learners can lead to an understanding of effective preceptorships. Objective To explore graduate professional athletic training program administrators' (ie, program directors', clinical education coordinators') experiences preparing and implementing preceptor development. Design Consensual qualitative research. Setting Individual phone interviews. Patients or Other Participants Eighteen program administrators (11 women, 7 men; 5.92 ± 4.19 years of experience; 17 clinical education coordinators, 1 program director). Participants were recruited and interviewed until data saturation was achieved. Main Outcome Measure(s) Interviews were conducted using a semistructured interview guide, and were recorded and transcribed verbatim. Data were analyzed by a 4-person research team and coded into themes and categories based on a consensus process. Credibility was established by using multiple researchers, an external auditor, and member checks. Results Participants reported the delivery of preceptor development occurs formally (eg, in person, online) and informally (eg, phone calls, e-mail). The content typically included programmatic policies, expectations of preceptors, clinical teaching methods, and new clinical skills that had been added to the curriculum. Adaptations to content were made depending on several factors, including experience level of preceptors, years precepting with a specific program, and geographical location of the program. The process of determining content involved obtaining feedback from program stakeholders when planning future preceptor development. Conclusions Complex decision making occurs during planning of preceptor development. Preceptor development is modified based on programmatic needs, stakeholder feedback, and the evolution of professional education. Future research should explore the challenges associated with developing preceptors, and which aspects of preceptor development are effective at facilitating student learning and readiness for clinical practice.
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Benes, Sarah S., and Stephanie M. Mazerolle. "Factors Influencing Athletic Training Students' Perceptions of the Athletic Training Profession and Career Choice." Athletic Training Education Journal 9, no. 3 (July 1, 2014): 104–12. http://dx.doi.org/10.4085/0903104.
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Context Successful athletic training programs should help students develop a desire to work within the athletic training profession while providing adequate preparation for them to enter the workforce. Understanding athletic training students' perceptions of the profession as they leave programs and the factors that influence these perceptions is critical in ensuring retention of graduating students in the field. Objective To examine senior athletic training students' [SATSs] attitudes, opinions, and perceptions of the athletic training profession and to gain insight into the factors that influence their career choice. Design Qualitative study. Setting Commission on Accreditation of Athletic Training Education–accredited athletic training education programs. Patients or Other Participants A total of 26 SATSs (7 men, 19 women) who graduated in 2011. Main Outcome Measure(s) We collected data using semistructured phone interviews and implemented a grounded theory approach to analyze the data. We used member checks and multiple-analyst triangulation strategies to establish the trustworthiness of the data. Results The SATSs reported positive and negative perceptions about the profession within 2 major categories: (1) aspects of the profession and (2) public understanding of the profession. “Aspects of the profession” was described by long hours/schedule, low salary, family conflict issues, future of the profession, dynamism of the profession, and profession people enjoy. The “Public understanding of the profession” was articulated by public misconception and a lack of respect for the profession. Factors that influence their perceptions are related to prior experience with athletic training/sports, clinical experiences, and interaction with athletic training professionals. Conclusions The SATSs have developed positive and negative perceptions about the profession through their professional preparations. These are influenced by their progression through the program wherein they develop confidence and feel prepared to enter the workforce with a better understanding of and passion for the profession.
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Hosseinpour, Mehrdad, Bahareh Ahmadi, and Sanaz Etezazian. "Mechanical Bowel Preparation versus No Preparation in Duhamel Procedure in Children with Hirschsprung's Disease." European Journal of Pediatric Surgery 30, no. 02 (February 27, 2019): 201–4. http://dx.doi.org/10.1055/s-0039-1681024.
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Abstract Introduction Mechanical bowel prep (MBP) prior to surgical treatment of Hirschsprung's disease (HSCR) has been a great problem of pediatric surgeons for a long time. We conducted a single-institution randomized controlled trial to evaluate the efficacy of no MBP in children with HSCR undergoing the Duhamel procedure. Materials and Methods In this study, children with HSCR who were candidate for the Duhamel procedure were included (40 cases vs. 40 controls). In the case group, intraoperatively after transection of the bowel at the level of transitional zone, feces bulk was pulled up from the upper part of the rectum to the sigmoid colon above the peritoneal reflection and aganglionic bowel was resected. Inspissated stool in the distal of the rectum was removed by rectal washout intraoperatively. In the control group, routine MBP was performed. Cleanness of the rectum was evaluated intraoperatively. Results In this study, a total of 80 children were enrolled. In 32 patients (80%), the goal of MPB was achieved in 4 hours. Mean polyethylene glycol volume was 1372.3 ± 231.9 mL. Preoperative rectal washout fluid was 635 ± 233.3 mL. There was no statistically significant difference in individual complication rates between groups. Four patients (5%) had intra-abdominal infection and 16 (20%) had wound infection. We had no anastomotic leak in our groups. All children or parents in the control group described the preoperative MBP as the most unpleasant part of the hospital administration. Conclusion For young children with HSCR who were scheduled for Duhamel operation, we had found no clear benefit of MBP. However, a multicenter randomized controlled trial is needed to more definitely determine the best preoperative approach for children with HSCR.
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Kutz, Matthew R. "The Significance of Leadership for Advancing Clinical Practice and Improving Patient Outcomes in Athletic Training." Athletic Training Education Journal 15, no. 4 (October 1, 2020): 239–45. http://dx.doi.org/10.4085/1947-380x-19-097.
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Context Leadership has become a recognized contributor to improved patient outcomes. As such, there is increasing pressure on leadership development to include content above and beyond what is needed for administrative or supervisory roles. Objective To provide key considerations for leadership development within athletic training and address why leadership is critical to the advancement of athletic training's reputation and improved patient outcomes. Background Changes in health care, including increased complexity and movement away from a disease-oriented approach to care toward a patient-oriented approach, is drastically changing how care is perceived and delivered. These changes require addressing the assumptions we hold about development of leadership required for administrative roles (ie, management) and leadership required for navigating complexity, effective clinical practice, and reputation management. Synthesis Leadership is something every athletic trainer can practice regardless of career ambition, and demonstrating leadership provides a meaningful contribution toward improved patient outcomes and clinical reputation. Results Patients, the profession, the association, peers, and individuals all benefit when leadership is demonstrated effectively. Leadership development that is accessible and relevant to the different needs of clinicians adds value that ultimately contributes toward an enhanced reputation and quality care. Recommendation(s) Educational programs, educators, and preceptors must consider ways to identify, recruit, and develop athletic training leaders. Leadership programming that addresses leadership beyond preparation for management or administration is imperative. Leadership development must include soft skills that enable clinicians to lead in different situations and with diverse people. Conclusion(s) Leadership behaviors must become an overt expectation of professional practice, and athletic trainers must begin to practice those behaviors in outside of job responsibilities.
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Hyland, Dillon, Julie Cavallario, Elizabeth R. Neil, Mark Laursen, and Lindsey E. Eberman. "Socialization Experiences of Athletic Training Preceptors." Athletic Training Education Journal 15, no. 2 (April 1, 2020): 102–12. http://dx.doi.org/10.4085/1947-380x-19-060.
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Context Preceptors serve to model behaviors for athletic training students (ATSs) and provide meaningful practical experiences. Preceptor development in athletic training has been described as both formal and informal training. Whereas regular and ongoing formal preceptor training is common and an expectation of accreditation, informal training may also be occurring but less is known about its impact. Objective Determine the socialization experiences influencing the role of being a preceptor. Design Qualitative. Setting Focus group. Patient or Participants Inclusion criteria were met if candidates were currently or had been previously a preceptor, whereas exclusion criteria were met if candidates had no previous or current preceptor experience. Participants (age = 32 ± 9 years, clinical-practice experience = 10 ± 8 years, preceptorship experience = 7 ± 4 years) were predominantly women (72.2%, n = 13/18), held a master's degree (77%, n = 14/18), and were educated and eligible for certification through an accredited bachelors program (88%, n = 16/18). Main Outcome Measure(s) A total of 18 individuals participated in 7 focus groups, with 1 focus group excluded for minimal attendance. A 2-member data-analysis team coded focus group transcripts using the phenomenological approach; data were organized into themes and subthemes. Results Preceptors discussed their formal training as programmatic responsibilities (Theme 1) while striving to create an ideal culture and environment (Theme 2) for student learning. The perceived preparedness theme (Theme 3) represented a lack of preparation and how preceptors worked to develop what they did not know. Last, preceptors described how they aimed to continue to improve their ability as preceptors (Theme 4). Conclusions Participants focused on incorporating behaviors modeled for them previously as well as peer feedback to work toward the development of an ideal learning culture for ATSs. Although informal socialization to the role of preceptor is important, it is also irregular; formal pedagogical instruction and development may prove more beneficial.
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Mazerolle, Stephanie M., and Jessica L. Barrett. "Work-Life Balance in Higher Education for Women: Perspectives of Athletic Training Faculty." Athletic Training Education Journal 13, no. 3 (July 1, 2018): 248–58. http://dx.doi.org/10.4085/1303248.
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Context: Women are largely underrepresented in science fields in academe, and most often issues with motherhood and career-life balancing are identified as reasons. In athletic training, career-life balancing has become the dominant factor in women leaving the field, as they feel they cannot fulfill the roles of mother, spouse, and athletic trainer adequately. Objective: To better understand the perceptions of women athletic training faculty members regarding balancing their roles in higher education and those outside of the workplace. Design: Interpretative phenomenological analysis study, with semistructured interviews. Setting: Higher education institutions sponsoring Commission on Accreditation of Athletic Training Education–accredited athletic training programs. Patients or Other Participants: Sixteen (8 with children, 8 without children) women athletic training faculty participated. Ten were married at the time of the interview, 3 were single, 2 were engaged, and 1 was in the process of getting a divorce. Main Outcome Measure(s): Each participant completed a one-on-one interview with a researcher and all data were coded following interpretative phenomenological analysis. Data saturation was attained. We completed member checks, peer review, and researcher triangulation for credibility. Results: We found that motherhood was perceived to be a challenge and balancing the role of motherhood created conflict. Despite concerns for motherhood and balancing faculty roles, higher education was perceived to provide flexibility. Support networks and individual strategies were common to manage the responsibilities of faculty as well as nonfaculty roles. Conclusions: Our results demonstrated that higher education cultivates a climate of balance through flexible workplace arrangements and that support networks are necessary to create role balancing in and out of the workplace. Finally, time management and organization are necessary for women to establish balance, regardless of roles outside of the workplace (eg, spouse, mother, friend).
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Zotova, F., A. Alhusni, R. Valiullin, V. Martynova, V. Chemov, V. Cherkashin, and M. Shubin. "THE CURRENT STATE AND ISSUES OF PREPARATION OF AN ATHLETIC RESERVE (BASED ON THE SOCIOLOGICAL RESEARCH)." Human Sport Medicine 20, no. 1 (June 2, 2020): 89–99. http://dx.doi.org/10.14529/hsm200111.
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Aim. The article deals with the analysis of the current state and issues of training sports reserve in track and field. Materials and methods. A questionnaire consisting of 12 questions and 57 subquestions of open-ended, close-ended and multiple choice types was developed. The questionnaire-based survey was carried out among Russian and Chinese coaches (n = 161) aged 20–72 years including Honored coaches of the Russian Federation (n = 7) and elite coaches (n = 38). Results. The questionnaire-based survey for coaches demonstrated that they worried about: declining popularity of track-and-field compared to other sports; early specialization and related risks; low qualification of coaches working with children and teenagers. Respondents pay special attention to negative consequences of early specialization such as early retirement from sport, loss of promising athletes; short career in elite sports; growing number of sports-related injuries in young athletes. According to coaches, the main factors contributing to early specialization are the following: a) specialized training, which results in a rapid growth of sport results; b) achievements in sports are so high that a coach has to search for sports reserve among children. According to the respondents, young athletes should participate in competitions to learn how to overcome themselves and accumulate competitive experience. The majority of respondents think that integrated training in track-and-field is one of the important factors of successful career. Conclusion. A social survey of coaches has revealed peculiarities and issues typical for training sports reserve in track-and-field, which have to be considered and resolved.
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Kim, Tae Ho, Joung Kyue Han, Ji Young Lee, and Yong Chul Choi. "The Effect of Polarized Training on the Athletic Performance of Male and Female Cross-Country Skiers during the General Preparation Period." Healthcare 9, no. 7 (July 6, 2021): 851. http://dx.doi.org/10.3390/healthcare9070851.
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This study aimed to analyze the effect of 12 weeks of polarized training on body composition, cardiorespiratory function, and upper-body power of male and female cross-country skiers during the general preparation period. A total of 16 national cross-country skiers (8 male and 8 female; 8 national cross-country skiers and 8 national biathlon athletes) participated. Polarization training was conducted for 12 weeks from May to July in 2019 during the general preparation period for cross-country skiers. The low-weight, high-repetition method was used for strength training. The effect of the polarized training on body composition, maximum oxygen intake (VO2max), respiratory exchange rate, all-out time, and ski ergometer exercise time was assessed. There was no change in weight, BMI, and muscle mass in male and female cross-country skiers following the 12 weeks of polarized training (p > 0.05). Male body fat percentage (pre 18.1%, post 12.7%) and female body fat percentage (pre 29.1%, post 21.4%) showed a significant decrease (p < 0.05). After training, VO2max increased by 7.72% in male athletes (pre 71.05 mL/kg/min, post 77.0 mL/kg/min) and 6.32% in female athletes (pre 60.26 mL/kg/min, post 64.33 mL/kg/min). Treadmill exercise time increased by 5.39% for male athletes (pre 1038 s, post 1064 s) and 2.23% for female athletes (pre 855 s, post 874 s). However, there was no significant difference between male and female athletes (p > 0.05). The 50% recovery time from the maximum heart rate to the target heart rate decreased by 64.52% in males (pre 168.8 s, post 102.6 s) and 6.48% in females (pre 135 s, post 129.6 s). Significant differences were found only in male athletes (p < 0.05). The double-pole 500 m exercise duration for the ski ergometer significantly decreased after the training for both sexes (p < 0.05). In this study, the 12 weeks of polarized training improved the body composition and athletic performance of all cross-country skiers. Interestingly, in this study, we confirmed that polarized training had a better effect on cardiorespiratory function in male cross-country skiers than in female cross-country skiers. Conversely, we found that the outcomes of the ski ergometer exercise factors were more effective in female athletes than in male athletes. Therefore, we insist that when applying a polarized training program to athletes, it should be planned in detail by sex, exercise amount, intensity, and type of training.
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Nottingham, Sara. "Preceptors' Perceptions of the Preparation and Qualifications for the Preceptor Role." Athletic Training Education Journal 10, no. 4 (October 1, 2015): 302–14. http://dx.doi.org/10.4085/1004302.
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ContextThe 2012 Commission on Accreditation of Athletic Training Education (CAATE) standards include several changes that allow more institutional autonomy when determining the qualifications and preparation of preceptors. Clinical education coordinators (CECs) must make educated decisions in this area, yet minimal research exists to guide their decisions.ObjectiveTo investigate the preceptor's perceptions regarding the preparation and qualifications for their role.DesignQualitative.SettingThree undergraduate, CAATE-accredited athletic training programs.Patients or Other ParticipantsSeventeen preceptors (8 males, 9 females; 9.88 ± 9.46 years of clinical experience; 5.06 ± 3.92 years of clinical teaching experience) working in the college/university, rehabilitation clinic, and high school settings. Participants were recruited through the CECs of 3 institutions and selected through purposeful sampling. Data were collected until a variety of participant experiences were obtained and data saturation occurred.Main Outcome Measure(s)The researcher interviewed participants using an individual, in-person, and semistructured format. Interviews were recorded, transcribed verbatim, and analyzed using inductive coding with ATLAS.ti software. Trustworthiness was established with the use of source and site triangulation, member checking, and peer debriefing.ResultsFour categories emerged from the data, including benefits, preparation, qualifications, and challenges of being a preceptor. While participants described it was beneficial to supervise students, they also faced several challenges, including balancing their responsibilities and keeping their knowledge current. Participants discussed that mentorship from other preceptors and past experiences as students were primary contributors to their roles as preceptors, whereas preceptor training and communication by the CEC could improve. Participants described that clinical experience, willingness to be a preceptor, and confidence were the main qualifications for becoming a preceptor.ConclusionsClinical education coordinators should recruit confident clinicians with sufficient clinical experience to become preceptors along with ensuring adequate preparation of and communication with preceptors. Educators and researchers should consider the challenges faced by preceptors and develop strategies for overcoming these challenges.
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Winkelmann, Zachary K., Kenneth E. Games, Matthew J. Rivera, Elizabeth R. Neil, and Lindsey E. Eberman. "Athletic Trainers' Knowledge and Practice Application of Public Health Topics." Athletic Training Education Journal 15, no. 4 (October 1, 2020): 308–20. http://dx.doi.org/10.4085/1947-380x-19-047.
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Context Athletic training is at the forefront of the prevention of injury and illness. As the push for population-level approaches continues, including the expansion of standards related to professional preparation, there is a need to examine the knowledge and practice application of public health topics of athletic trainers (ATs), as they may serve as role models or preceptors. Objective To assess ATs' knowledge and practice application of public health topics. Design and Setting Online survey with knowledge assessment. Participants Four hundred eighty-seven ATs (age = 35.8 ± 11.1 years, years credentialed = 12.8 ± 10.6) voluntarily participated. Intervention(s) The instrument included a demographic section, a pre and post perceived-knowledge assessment, a practice-behavior frequency matrix, and the Public Health Assessment Tool (PHAT) developed by the authors and Delphi panelists. Main Outcome Measure(s) Measures of central tendency were calculated for the practice-behavior frequency matrix. Perceived knowledge was compared pre- and post-PHAT. We calculated a total PHAT score to measure actual knowledge, and compared perceived and actual knowledge to determine if a knowledge gap existed. Results A significant difference (P > .001) was identified for perceived knowledge before and after the PHAT. On the PHAT, participants scored 12.14 ± 2.21 out of 19. The 3 most commonly missed questions directly related to the 3 least practiced topics: social determinants of health, assessing environmental health factors, and assessing health-related quality of life. When exploring the relationship between perceived and actual knowledge, we identified a weak, significant relationship between post-PHAT perceived-knowledge mean and actual-knowledge assessment scores (r = 0.105, P = .022). Conclusions A knowledge gap exists concerning public health topics in ATs. A lack of knowledge related to public health topics identifies the need for ATs to be mindful of the intersection of daily clinical practice and population health with a future emphasis on deploying community-based health promotion.
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Szabo, Amanda L., Elizabeth R. Neil, Stacy E. Walker, Ashley B. Thrasher, and Lindsey E. Eberman. "Professional Program Preparation, Orientation, and Mentoring Tactics Used to Develop Professional Responsibility in Early-Career Athletic Trainers." Athletic Training Education Journal 15, no. 2 (April 1, 2020): 93–101. http://dx.doi.org/10.4085/150119035.
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Context Transition to practice is a pivotal period in an athletic trainer's (AT) career that includes higher-than-average job-related stress due to many changes. Objective To assess how early-career ATs from professional master's athletic training programs (PMATP) developed professional responsibility during their transition to practice. Design Cross-sectional study. Setting Web-based survey. Patients or Other Participants A total of 137 participants who graduated from a PMATP and who were board certified from 2016 to 2018 completed the study. Intervention(s) The Web-based survey asked which transition-to-practice tactics were used, if they were helpful, and how they were helpful with respect to preparation (formal coursework and clinical experiences), orientation, and mentorship. Main Outcome Measure(s) We calculated frequencies for each tactic in transition to practice, the tactic's helpfulness, and what the tactic specifically aided during the participant's transition. Results Overall, 78.8% (108/137) of participants perceived their PMATP prepared them to transition to practice. Regarding formal coursework, the majority indicated they discussed professional behaviors (78.1%, 107/137), which was very helpful (43.9%, 47/107) in developing professional communication (70.1%, 96/137). The most frequent tactics in clinical experiences included being encouraged to make patient-care decisions (82.5%, 113/137, extremely helpful = 76.1%, 86/113) and being provided feedback about performance (81.8%, 112/137, extremely helpful = 76.1%, 86/113), which developed confidence (75.9%, 104/137). Few participants (24.1%, 33/137) indicated they were exposed to formal orientation. Almost half reported having informal orientation by learning on the job (39.4%, 54/137). Few participants were assigned a mentor (25.5%, 35/137); those who were indicated that the mentor was extremely helpful (40.0%, 14/35) for understanding the role of an AT. Conclusions Early-career ATs perceived that their PMATP, informal orientation, and unassigned mentors were helpful in developing professional responsibility. Often these tactics were effective at developing confidence, but other tactics may be necessary to assist role understanding, managing patient load and administrative duties, and resolving conflicts.
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Pitney, William A., Stephanie M. Mazerolle, and Kelly D. Pagnotta. "Work–Family Conflict Among Athletic Trainers in the Secondary School Setting." Journal of Athletic Training 46, no. 2 (March 1, 2011): 185–93. http://dx.doi.org/10.4085/1062-6050-46.2.185.
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Abstract Context: Work–family conflict (WFC) negatively affects a professional's ability to function at work or home. Objective: To examine perceptions of and contributing factors to WFC among secondary school athletic trainers. Design: Sequential explanatory mixed-methods study. Setting: Secondary school. Patients or Other Participants: From a random sample of 1325 individuals selected from the National Athletic Trainers' Association Member Services database, 415 individuals (203 women, 212 men; age = 36.8 ± 9.3 years) provided usable online survey data. Fourteen individuals participated in follow-up interviews. Intervention(s): Online WFC questionnaire followed by in-depth phone interviews. Main Outcome Measure(s): Descriptive statistics were obtained to examine perceived WFC. Pearson product moment correlations were calculated to examine the relationship between work hours, total athletic training staff, and number of children and WFC score. We performed analysis of variance to examine differences between the independent variables of sex and control over work schedule and the dependent variable of WFC score. The a priori α was set at P ≤ .05. Qualitative data were analyzed using inductive content analysis. Multiple-analyst triangulation and member checks established trustworthiness of the qualitative data. Results: Mean WFC scores were 23.97 ± 7.78 for scale 1 (family defined as having a partner or spouse with or without children) and 23.17 ± 7.69 for scale 2 (family defined as individuals, including parents, siblings, grandparents, and any other close relatives, involved in one's life), indicating moderate perceived WFC. A significant relationship was found between the average hours of work per week and WFC scores: those with less scheduling control experienced more WFC. Two dimensions emerged from the qualitative methods that relate to how WFC is mitigated in the secondary school environment: (1) organizational—having colleagues and administration that understood the role demands and allowed for modifications in schedule and personal time and (2) personal—taking time for oneself and having a family that understands the work demands of an athletic trainer resulted in reduced perceived WFC. Conclusions: A large number of work hours per week and lack of control over work schedules affected the perceived level of WFC.
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Eberman, Lindsey, Stephanie Mazerolle Singe, and Christianne M. Eason. "Formal and Informal Work-Life Balance Practices of Athletic Trainers in Collegiate and University Settings." Journal of Athletic Training 54, no. 5 (May 1, 2019): 556–61. http://dx.doi.org/10.4085/1062-6050-245-17.
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Context Organizational policies for work-life balance exist, but little is known about athletic trainers' (ATs') awareness of and willingness to use them. Objective To explore ATs' formal and informal work-life balance policies in the collegiate and university athletic training setting. Design Sequential mixed-methods study. Setting Web-based survey. Patients or Other Participants We sent 4673 e-mails to National Athletic Trainers' Association ATs (full-time employment for at least 1 year, nonacademic appointment); 1221 participants began our survey (access rate = 26.1%), and 783 completed the survey (64.1% completion rate). Demographics were as follows: men = 375 (48.0%) and women = 404 (51.7%); age = 36 ± 10 years; experience = 13 ± 9 years; years at current place of employment = 8 ± 8 years; and participants with children or minor dependents = 262 (33.5%). Main Outcome Measure(s) We created a 17-item instrument from an earlier qualitative study. A panel of experts (n = 3; employer, employee, and researcher) completed a content analysis. Variables of interest were confidence (scale = 1–4) and satisfaction (scale = 1–5) with policies. We used Pearson χ2 analyses to compare the effect of undergoing an orientation and the presence or absence of children on the main outcome measures. Results A majority of participants had experienced formal orientation through the human resources department (n = 522, 66.8%), the direct supervisor (n = 240, 30.7%), or a colleague (n = 114, 14.6%). However, many had received no orientation (n = 184, 23.6%). Those who had undergone orientation indicated greater confidence in knowing about (P < .001) and greater satisfaction with (P < .001) formal workplace policies and benefits. Those with children stated that they had greater confidence in knowing about (P < .001) and greater satisfaction with (P = .013) formal workplace policies and benefits. Those who had been oriented felt greater confidence in knowing about (P = .009) but no difference in satisfaction with (P = .060) informal workplace policies and benefits. We did not identify differences between those with and those without children regarding their confidence in knowing about (P = .653) or satisfaction with (P = .150) informal workplace policies and benefits. Conclusions Athletic trainers in the collegiate and university setting were not confident in their knowledge of formal or informal work-life balance policies.
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Thompson, Gayle A., and Suzan F. Ayers. "Measuring Student Engagement in a Flipped Athletic Training Classroom." Athletic Training Education Journal 10, no. 4 (October 1, 2015): 315–22. http://dx.doi.org/10.4085/1004315.
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Context Active learning describes any instructional approach that fosters student engagement in the content and is believed to promote critical thinking more fully than do traditional lecture formats. Objective Investigate student engagement, specifically professional relevance and peer interaction, with active learning techniques used in a flipped classroom format. Design An exploratory study utilizing both quantitative and qualitative survey instruments. Setting Commission on Accreditation of Athletic Training Education–accredited undergraduate entry-level athletic training program. Patients or Other Participants Seventeen students (11 females, 6 males) of at least sophomore level, enrolled in the lower extremity orthopaedic assessment course in the athletic training program. Main Outcome Measure(s) A mixed-method analysis was used. Quantitative questionnaires were analyzed with comparisons of medians and the Friedman test for nonparametric analysis. Qualitative questionnaires were coded using deductive and inductive reasoning and analyzed with emerging themes and shared coding procedures. Validity evidence is presented for quantitative data. Independent coding was used to confirm the trustworthiness of the qualitative data analysis. Results Participants reported a high level of course preparation, perceived content relevance, and value of peer interaction, all of which are indicators of student engagement. Four qualitative themes emerged: (1) content relevant to profession, (2) class activities fostering professional development, (3) becoming a reflective practitioner, and (4) pedagogical reflections. Conclusions A primary finding of our study was the high degree of perceived relevance of classroom content to professional practice. Participants indicated they learned as much as they taught in peer interactions and perceived both to be at essentially the same high level. Evidence supports the use of an active learning instructional format to engage students. Participants indicated a high level of support for the flipped classroom despite the greater effort required by the emphasis on student responsibility and the active learning nature of the course.
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Nottingham, Sara L., Stephanie M. Mazerolle, and Jessica L. Barrett. "Roles of Mentoring for Novice Athletic Training Faculty Members." Athletic Training Education Journal 12, no. 4 (October 1, 2017): 234–43. http://dx.doi.org/10.4085/1204234.
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Context: Mentorship is a valuable resource for athletic trainers who are transitioning to new roles such as a student, preceptor, or autonomous clinician. While mentorship has been identified as an important component of education, little is known about the role of mentorship during the transition from doctoral student to faculty member during the first several years in academia. Objective: Obtain faculty members' perspectives on the role of mentorship as it relates to their experiences as a tenure-track faculty member. Design: Qualitative, phenomenological research. Setting: Higher education institutions with Commission on Accreditation of Athletic Training Education-accredited programs. Patients or Other Participants: Twelve novice faculty members (9 female, 3 male) and 12 experienced faculty members (3 female, 9 male) participated in this study. Main Outcome Measure(s): We developed and piloted an interview guide designed to gain participants' perspectives on their experiences with and perceptions of mentorship in relation to their faculty roles and responsibilities. Semistructured telephone interviews were completed with each individual and transcribed verbatim. Data were analyzed using a phenomenological approach, and saturation was obtained. Trustworthiness was established with the use of member checking, multiple-analysts triangulation, and data source triangulation. Results: Two themes emerged regarding roles of mentorship: (1) support and guidance and (2) navigating institutional politics and expectations. Mentors supported novice faculty members in their responsibilities of teaching, research, and service, particularly when mentees perceived a weakness in 1 area. Mentors also helped novice faculty members navigate the tenure and promotion process and politics of their institution. Conclusions: Mentorship appears to be an important mechanism of support for novice faculty members as they transition to their tenure-track faculty roles. Mentorship appears to be particularly valuable when there is a perceived lack of preparation for 1 aspect of a faculty position. Novice faculty members should seek out mentors within and beyond their institution for support.
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Nottingham, Sara L., Stephanie M. Mazerolle, Thomas G. Bowman, and Kelly A. Coleman. "Alignment of Athletic Training Doctoral Education and Faculty Workload." Athletic Training Education Journal 13, no. 3 (July 1, 2018): 268–80. http://dx.doi.org/10.4085/1303268.
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Context: Evidence suggests that doctoral education is incongruent with faculty positions, but this has yet to be specifically examined in athletic training. Objective: To gain understanding of the alignment of doctoral education and faculty workload, including institutional characteristics, from the perspectives of junior faculty members. Design: Qualitative, phenomenological research. Setting: Higher education institutions with Commission on Accreditation of Athletic Training Education–accredited programs. Patients or Other Participants: Twenty athletic training faculty members (14 women and 6 men) who were 32 ± 3 years of age and averaged 10 ± 4 years of experience as athletic trainers and 2 ± 2 years as a full-time faculty member. Main Outcome Measure(s): We developed, peer-reviewed, and piloted 2 semistructured interview guides to obtain participants' perspectives on their doctoral preparation, entrance into higher education, and faculty workload. We completed telephone interviews with each participant over the course of 4 months. Transcribed interviews were analyzed by 2 investigators using a phenomenological approach, then reviewed by 2 additional qualitative researchers. Mechanisms of trustworthiness included member-checking, multianalyst triangulation, and peer review. Results: Two themes emerged from this study: (1) workload and (2) congruency. Faculty workload was dominated by teaching, but faculty had several demands on their time, including administration, service, and research. Most faculty positions focused on teaching, whereas their doctoral education was more focused on research, possibly because of a lack of congruency between doctoral education and faculty position institution types. Although mismatches occurred between doctoral education and faculty workload, participants were often aware of these differences and selected faculty positions aligned with their career goals. Conclusions: Faculty workload is generally teaching-focused and contains additional demands that are often not included in doctoral education programs. Doctoral advisors should promote adequate socialization to these characteristics of faculty positions, and doctoral students should consider their interests and faculty workload when searching for faculty positions.
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Elitsur, Yoram, Yaslam Balfaqih, and Deborah Preston. "Colon cleansing protocol in children: research conditions vs. clinical practice." Endoscopy International Open 06, no. 04 (March 29, 2018): E410—E413. http://dx.doi.org/10.1055/s-0043-121985.
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Abstract Background and study aims Colon preparation rates are the limiting factor for a successful diagnostic colonoscopy in children. Different colon cleansing protocols have been published for use in children. Unfortunately, the applicability of those published research protocols has not been formally evaluated in routine clinical practice. We investigated the success rate of our previously published colon cleansing protocol as utilized in our clinical practice. Patients and methods This was a retrospective study. In the clinical practice, the colon cleansing protocol included PEG-3350 at a dose of 2 g/kg/day plus Dulcolax (Bisacodyl, Boehringer Ingelheim, TX USA) 5 mg/day for 2 days. Adequate colon preparation was graded between 1 – 5, as previously described, and grade ≥ 4.0 was considered an adequate preparation. Patients were instructed to complete a questionnaire that included PEG-3350 dose, number of stools per day, consistency of each stool, and side effects (vomiting, abdominal pain). Clinical and endoscopic results were compared between the protocol under research conditions and routine practice. Results The success rate of the colon preparation in our clinical practice was similar to the results observed under our research protocol (75 % vs. 73.6 %). Moreover, the total number of stools, stool consistency, and the intubation rate of the terminal ileum were also similar. We concluded, that in our experience, the colon cleansing protocol used under research conditions was effective and appropriate for use in routine clinical practice. Conclusion We recommend testing each new protocol under the routine conditions of clinical practice to confirm its applicability for general practitioners.
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Jibaly, R., J. LaChance, N. Lecea, N. Ali, and J. Weber. "The Utility of PEG3350 without Electrolytes for 2-Day Colonoscopy Preparation in Children." European Journal of Pediatric Surgery 21, no. 05 (August 12, 2011): 318–21. http://dx.doi.org/10.1055/s-0031-1280822.
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Schilling, Jim. "Instructional Strategy: Administration of Injury Scripts." Athletic Training Education Journal 11, no. 3 (July 1, 2016): 152–57. http://dx.doi.org/10.4085/1103152.
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Context: Learning how to form accurate and efficient clinical examinations is a critical factor in becoming a competent athletic training practitioner, and instructional strategies differ for this complex task. Objective: To introduce an instructional strategy consistent with complex learning to encourage improved efficiency by minimizing intrinsic cognitive load and effectiveness by emphasizing the development of mental schemas. This strategy, called illness scripts in medicine, was adapted as injury scripts for athletic training. Background: Athletic training students are taught to learn a universal clinical reasoning process for conducting clinical examinations that consists of extensive collecting of patient data and matching these data to a hypothesis, referred to as a hypothetico-deductive approach. This process is burdensome to cognitive load storage capacity and delays development of expertise in diagnostic accuracy. Description: Injury scripts is a clinical reasoning strategy consistent with complex learning, where the evaluation of knowledge and skill competencies or key features of specific conditions are integrated in an incremental, simple-to-complex progression. This strategy will improve learning efficiency and effectiveness. The context in which cases are presented should emphasize real-life scenarios. Clinical Advantage(s): Improved efficiency of student learning and enhanced effectiveness in the professional preparation of knowledge and skills for injury evaluation. Conclusion(s): By integrating evaluation competencies or key features of specific conditions, they can be stored as injury scripts in long-term memory, saving space in working memory and ultimately minimizing intrinsic cognitive load. As students migrate through the curriculum, existing injury scripts will expand by consolidating additional information and effectively prepare them to be competent professionals in clinical examination and diagnosis. Students must also recognize that if specific data collected do not match a script, further analysis is needed to avoid diagnostic error.
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Boddicker, Brett, Zachary K. Winkelmann, Elizabeth R. Neil, Stacy E. Walker, and Lindsey E. Eberman. "Athletic Trainers' Perceptions of Anxiety Before, During, and After a Standardized Patient Encounter." Athletic Training Education Journal 15, no. 2 (April 1, 2020): 156–67. http://dx.doi.org/10.4085/1947-380x-63-19.
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Context Standardized patient (SP) encounters are an assessment technique in health and medical education that can improve participants' communication and clinical skills. Objective The purpose of this study was to explore experiences of postprofessional athletic trainers before, during, and after a SP encounter. Design Qualitative research. Setting Before and after participants engaged in the same SP encounter. Patients or Other Participants Athletic trainers enrolled in a postprofessional doctor of athletic training program (age = 24 ± 2, years of experience = 3 ± 3). Main Outcome Measure(s) Individual, semistructured interviews were completed before and after the SP encounter via teleconferencing software. Interviews were transcribed, and data were analyzed via the consensual qualitative research tradition using a 3-person coding team. Using a multistage process, the team identified common domains and categories to confirm a consensus codebook. Trustworthiness was established using member checking and external auditing. Results Four domains emerged during analysis: (1) emotional state, (2) design of encounter, (3) realism, and (4) conscious consideration. Participants identified an emotional state related to self-judgment and feeling overwhelmed by time constraints. The postprofessional learners felt the SP encounter created a safe environment for integrating newly learned skills. Contrastingly, they also expressed uncertainty, as the SP encounter was perceived as an unknown situation. Before the SP encounter, participants doubted their ability to suspend reality but were surprised by the authenticity. They mentioned using self-management strategies for their feelings. After the SP encounter, participants expressed a growth mindset related to improving clinical skills, while others lacked ownership through blaming. Conclusions Despite disbelief before the SP encounter, the design of the encounter provided an authentic learning environment for practicing athletic trainers to integrate and rehearse their clinical skills in a safe setting. However, participants expressed anxiety related to the SP encounter that altered their preparation and experience.
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Mellou, Kassiani, Maria Kyritsi, Anthi Chrysostomou, Theologia Sideroglou, Theano Georgakopoulou, and Christos Hadjichristodoulou. "Clostridium perfringens Foodborne Outbreak during an Athletic Event in Northern Greece, June 2019." International Journal of Environmental Research and Public Health 16, no. 20 (October 17, 2019): 3967. http://dx.doi.org/10.3390/ijerph16203967.
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Background: Food safety is a major public health consideration during athletic events. On 27 June 2019, the Hellenic National Public Health Organization was notified of a cluster of gastroenteritis cases among athletes of four of the 47 teams participating at the Panhellenic Handball Championship for children. Methods: A retrospective cohort study among the members of the four teams was performed. The local public health authority visited the restaurants where common meals took place, amassed information on the preparation of meals, and collected samples of leftovers. Stool samples were tested for Salmonella spp. and Shigella spp. Results: Consumption of minced beef had a statistically significant association with disease occurrence [RR:8.29 (95%CI 1,31-52,7)]. Samples of meat were found positive for Clostridium perfringens. It was documented that the meat was not stored and re-heated as indicated. Stool samples were negative for Salmonella spp. and Shigella spp. and were not tested for the Clostridium perfringens toxin. Conclusion: Specific standards should be kept to prevent outbreaks during athletic events. This was the first time that a foodborne outbreak due to Clostridium perfringens was investigated in the country. Laboratory investigation for toxins should be enhanced, especially in foodborne outbreaks where clinical manifestations of cases are found to be compatible with infection caused by a toxin.
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Winkelmann, Zachary K., Lindsey E. Eberman, and Kenneth E. Games. "Telemedicine Experiences of Athletic Trainers and Orthopaedic Physicians for Patients With Musculoskeletal Conditions." Journal of Athletic Training 55, no. 8 (July 21, 2020): 768–79. http://dx.doi.org/10.4085/1062-6050-388-19.
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Context Telemedicine is the delivery of medical care from a distance using technology. The integration of telemedicine as a supplement to musculoskeletal-based patient encounters may be feasible in sports medicine. Objective To investigate health care professionals' perceptions of and experiences with telemedicine. Design Cross-sectional explanatory sequential mixed-methods study. Patients or Other Participants A purposeful sample of 17 athletic trainers from a National Collegiate Athletic Association Division I institution and 5 orthopaedic physicians from a sports medicine clinic located 92 miles from the campus. Intervention(s) Participants were trained on the telemedicine platform and used it over 5 months for initial, follow-up, and discharge patient encounters. Main Outcome Measure(s) Participants completed a preintervention survey containing the Theory of Planned Behavior and Technology Acceptance Model tool. Responses were analyzed using descriptive statistics and an independent-samples t test. After the intervention period, participants completed individual semistructured interviews that we coded using the consensual qualitative research tradition. Results From the interviews, the clinicians were characterized as telemedicine adopters (n = 14) or nonadopters (n = 8). The adopters reported higher levels of agreement on the Theory of Planned Behavior and Technology Acceptance Model tool as compared with nonadopters for all constructs. When comparing adoption status, we identified a difference (P < .01), with nonadopters reporting a low level of agreement for the subjective norm construct. The interviews revealed 5 domains: integration challenges, integration opportunities, collaborative practice, anticipatory socialization to future use, and benefits of integration. The participants indicated that integration challenges centered on “buy in,” whereas opportunities aligned with the patient's condition and technology ease of use. They reflected that the telemedicine encounters required more preparation and yet allowed for cooperative behaviors between clinicians. The benefits of telemedicine included convenience and scheduling preferences that encouraged future use. Conclusions The integration of telemedicine in sports medicine brought about both challenges and opportunities for collaboration among athletic trainers and physicians that were heavily predetermined by the social pressures of colleagues.
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Martín-Martínez, Benjamín, and María López-Liñán. "Nutrition for Hypercholesterolemic Children." Journal of Child Science 08, no. 01 (January 2018): e106-e112. http://dx.doi.org/10.1055/s-0038-1669380.
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AbstractIn the diet of hypercholesterolemic children, 10 to 18% of the total calorie intake should be protein, 50 to 60% carbohydrates, and 30% lipids, of which less than 10% should be saturated fatty acids, between 7 and 10% should be polyunsaturated fatty acids, and 10 to 20% should be monounsaturated fatty acids. Cholesterol intake should not exceed 300 mg/dL, and an adequate fiber intake of 8 to 28 g/day, according to the child's age, should be ensured. If a child is obese or overweight, the aim of the initial treatment should be to normalize weight through improved lifestyle habits, dietary recommendations, and increased physical activity. The healthy diet for cardiovascular disease prevention is similar to that advised for a healthy pediatric population: (1) reduced total fat intake, such as through eating less red meat and sausages and choosing skimmed milk, butter, skimmed-milk cheese, lean meat, skinless chicken, and rabbit, cooked using simple cooking processes; (2) increased intake of monounsaturated and polyunsaturated oils, such as fish oil and olive oil; (3) reduced cholesterol intake, such as through the reduced consumption of eggs, viscera, and industrial bakery products; and (4) higher intake of fish and complex carbohydrates, such as pasta, pulses, and whole-grain bread. In addition, fruits and vegetables should be recommended for their fiber, vitamins, minerals, and trace elements. The recommended culinary preparation is to grill, steam, or bake food and to avoid frying, especially with butter or animal fat, and to give preference to oils based on monounsaturated fats, such as olive and sunflower oil.
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Mazerolle Singe, Stephanie, Alicia M. Pike, Kelly A. Coleman, Sarah L. Myers, Jessica Barrett, Luke N. Belval, Justin L. Rush, and Rachel K. Katch. "Doctoral Education in Athletic Training: Pursuit of the Degree and Its Influence on Career Aspirations." Athletic Training Education Journal 14, no. 2 (April 1, 2019): 99–107. http://dx.doi.org/10.4085/140299.
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Context Athletic trainers pursue higher education to obtain positions in academia, which often include scholarship and/or teaching responsibilities. Previous research has investigated the preparation and transition phases for doctoral students moving from student to junior faculty member as well as their professional socialization. However, the reasons for the pursuit of a doctoral degree and doctoral students' career goals postgraduation are not yet understood. Objective To explore the motivational factors and attractors for the pursuit of a doctoral degree among athletic trainers in doctoral programs. Secondarily, to examine how doctoral experiences shape career goals and aspirations. Design Qualitative phenomenology. Setting Higher education institutions. Patients or Other Participants Twelve academic doctoral students (8 female, 4 male; 6.0 ± 4 years Board of Certification–certified; 5.0 ± 3.0 years clinical athletic training practice) completed the study. Main Outcome Measure(s) Participants completed a single one-on-one telephone interview, which was recorded and transcribed. Analysis followed the phenomenological paradigm. Credibility was established through peer review and multi-analyst triangulation. Results Past experiences, mentorship, and professional development served as motivators for pursuit of an academic doctoral degree. Past experiences were supported by (1) previous educational experiences and (2) time in a nonacademic role. Additionally, our participants' career aspirations were shaped through mentorship and legitimization during their doctoral programs. Conclusions Pursuit of a doctoral degree was primarily influenced by the previous educational experiences that provided students with exposure to responsibilities that accompany a faculty role. Strong mentorship helped support the decision to pursue a doctoral degree, as well as to develop a career plan. Engaging in the role of faculty member via an assistantship also supported the development of career plans.
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Chekhivska, Iuliia, and Oleksandr Gurenko. "Features of the stages of training process are in long-term preparation of tennis players." Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), no. 3(123) (July 28, 2020): 168–72. http://dx.doi.org/10.31392/npu-nc.series15.2020.3(123).31.
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Preparation of sportsman of high class begins from employments after children and teenagers at sport school during a few years. This process is difficult and needs detailed during a calendar year and on the corresponding stages of long-term preparation.
Training work in child-youth schools and sport child-youth schools of Olympic reserve must be conducted on the basis of the special program, intended for trainers-teachers, teachers and leaders of establishments of additional formation of athletic-sport orientation and is a basic state document, that regulates educational-training and educator work, implementation of norms from special physical, technical and tactical preparation.
An Educational-training process envisages the gradual increase of the training and contention loading, that decide the tasks, related to strengthening of health, development of the special physical qualities, mastering of difficult technical actions, inoculating of love to the sport competitions and increase interest in engaging in tennis.
The stages of training process are examined in long-term preparation of players in table tennis, in particular: the sport- health stage, stage of initial preparation, educational-training stage, stage of sport perfection and higher sport mastery. The forms of educational-training process from table tennis show up in group and individual employments, theoretical preparation, medical control, educational-training collections and competitions, instructor and judge practice, medical and rehabilitation events.
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Stiller-Ostrowski, Jennifer L., and J. Jordan Hamson-Utley. "Athletic Trainers' Educational Satisfaction and Technique Use within the Psychosocial Intervention and Referral Content Area." Athletic Training Education Journal 5, no. 1 (January 1, 2010): 4–11. http://dx.doi.org/10.4085/1947-380x-5.1.4.
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Context: Athletic trainers (AT) must address both physical and mental aspects of athletic injury in a holistic rehabilitation program. Objective: Assess ATs' satisfaction with educational preparation within the Psychosocial Intervention and Referral (PIR) content area, confidence in using related techniques, and frequency of technique use within clinical settings. Design: Cross-sectional survey. Setting: Online survey. Participants: 1701 ATs with BOC certification for ≤ 7 years participated. In regards to employment settings, 36.1% of the participants worked at the college/university level, 30.7% in private clinics, and 23.2% at secondary schools. Main Outcome Measure(s): Descriptive statistics were used to examine participants' confidence and frequency of using various PIR techniques. A MANOVA was used to evaluate group differences (accredited vs. internship, edition of educational competencies, clinical setting) in satisfaction, confidence, and frequency of technique use. Results: The average technique use was 3.58 (±1.92) for motivation, 6.19 (±2.16) for self-talk, 6.2 (±2.06) for relaxation, and 6.53 (±2.0) for imagery. Technique usage became progressively more infrequent from relaxation (mean = 5.25, SD = 2.2), to self-talk (mean = 6.19, SD = 2.0), to imagery (mean = 6.53, SD = 2.1). The results identified a significant group difference for edition of educational competencies (F45,2969 = 1.848, P < 0.001, η2partial = 0.027) with ATs educated under the fourth edition reporting more frequent technique use. The results identified a significant group difference for route to AT certification (F30,2464 = 1.477, P = 0.046, η2partial = 0.018) with internship ATs reporting the most infrequent use. Conclusions: Athletic training education programs are providing education in most PIR competencies; however, ATs have infrequent implementation of techniques in clinical practice. In addition, educators should examine how to modify the instruction of the PIR competencies to promote implementation within clinical education settings.
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Kilbourne, Brianne F., Stephanie M. Mazerolle, and Thomas G. Bowman. "Doctoral Preparation Influence on New Faculty's Perception of Role Transition." Athletic Training Education Journal 13, no. 4 (December 1, 2018): 340–47. http://dx.doi.org/10.4085/1304340.
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Context: Teaching, scholarship, and service are required of all faculty in order to earn tenure. Faculty members hired directly from doctoral programs may not be adequately prepared to face the responsibilities of a full-time position in the professoriate. Objective: To explore what mechanisms as part of doctoral education influenced the perceptions of junior faculty development while transitioning postgraduation. Design: Qualitative phenomenological study. Setting: Fourteen higher education institutions. Patients or Other Participants: Sixteen junior faculty (7 male, 9 female, age = 32 ± 3.5 years) representing 7 National Athletic Trainers' Association districts participated. At the time of the interview, participants were within their first 3 years of a full-time faculty position. All participants earned doctorates from residential programs and had an assistantship position. Main Outcome Measure(s): All participants completed a semistructured telephone interview. The interview guide was focused on the experiences of junior faculty within their first 3 years in a tenure-track position. Questions were grounded within the literature and purpose of the study. We analyzed the interviews through a psychosocial developmental lens using a general inductive approach. Results: Two themes of doctoral preparation emerged that influenced the perceptions of junior faculty transitioning into a faculty role: breadth and depth of the doctoral assistantship and doctoral coursework related to academia. Doctoral assistantships with breadth and depth helped participants develop competence, while doctoral coursework related to academia provided content expertise. Conclusions: Doctoral education is the platform for transition into academia. Our findings suggest that doctoral program assistantships that provided both breadth and depth of experience facilitated transition. Coursework related to academia influenced perceptions of transition into the faculty role by exposing participants to pedagogy and higher education infrastructure.
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Eberman, Lindsey E., and Leamor Kahanov. "Athletic Trainer Perceptions of Life-Work Balance and Parenting Concerns." Journal of Athletic Training 48, no. 3 (May 1, 2013): 416–23. http://dx.doi.org/10.4085/1062-6050-48.2.01.
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Context: Life-work balance may be one reason for retention concerns among athletic trainers (ATs), yet evidence does not exist to support the supposition. Objective: To assess the perceptions of ATs regarding life-work balance, specifically on parenting issues. Design: Survey. Setting: Online survey at www.surveymonkey.com. Patients or Other Participants: A random sample of National Athletic Trainers' Association members (N = 9516) received the survey; 20.6% (n = 1962; male = 954, female = 816; age = 37 ± 10 years, experience = 13 ± 9 years) completed any portion of the survey. Most respondents worked in the college/university (34.5%, n = 657 of 1908) and secondary school settings (25.9%, n = 476 of 1908). A majority of participants (50.7%, n = 898 of 1770) were parents. Intervention(s): We calculated frequencies and percentages and used Mann-Whitney U tests and Kruskal-Wallis tests to identify the differences between sexes and among job settings on life-work balance measures among parents. Main Outcome Measures: The questionnaire included 8 life-work balance items, 7 parenting challenge items, and 3 nonparent items. Results: The results indicate that sex and setting significantly affected perceptions about parenting. Males articulated a stronger sense of difficulty in finding balance as a working parent (P < .001; 1.95 ± 1.98). Females felt more strongly than males that managing work and family was stressful (P = .04; 3.86 ± 1.13) and caused burnout (P = .004; 3.50 ± 1.24), and that their energy tended to fall short of their needs (P < .001; 3.74 ± 1.15). The decision not to have children was strongly affected by the work setting (P = .014; 3.37 ± 1.42). Both college/university (4.14 ± 0.85) and secondary school (4.03 ± 0.90) ATs would prefer to spend more time at home, as compared with ATs in other settings (P < .001). College/university ATs (P = .025; 3.17 ± 1.23) felt most strongly that their families were neglected because of work. In none of the settings did ATs feel that their employment settings were particularly tolerant of their parenting responsibilities (P = .027; 1.72 ± 1.97). Conclusions: Male and female employees had similar perceptions of life-work balance, but occupational setting may affect these perceptions.
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Lamparyk, Katherine, Lori Mahajan, Christopher Lamparyk, Ashley Debeljak, Laura Aylward, Kimberly Flynt, and Rita Steffen. "Effects of a Psychological Preparation Intervention on Anxiety Associated with Pediatric Anorectal Manometry." International Journal of Pediatrics 2019 (January 1, 2019): 1–6. http://dx.doi.org/10.1155/2019/7569194.
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Background and Aims. High-resolution anorectal manometry (HRM) is associated with significant patient and parent anxiety, which can impact the success and efficiency of the procedure. The nature of HRM necessitates cooperation of an alert child. This study examined effects of psychoeducation intervention on decreasing procedural distress in both pediatric patients and their parents. Methods. A prospective randomized study of children aged 3–12 years, undergoing HRM, was performed utilizing child-centric educational video. Patients received either psychological preparation intervention or treatment-as-usual. Distress was assessed through self-reported and parent-reported anxiety measures (STAIC-S; STAI-S), physiological arousal measurements, and an observational scale of procedural distress (PBCL). Results. A total of 63 children, aged 3–12 yrs (6.7 ± 2.5), completed the study. Measures of observed and reported distress and anxiety (PBCL; STAIC-S) were significantly less in children receiving intervention. Parents of children in the intervention group also reported significantly less preprocedural anxiety (STAI-S). Effects on physiological arousal were mixed, with significant preprocedural decrease in systolic blood pressure but no difference in heart rate from baseline. Conclusions. Preprocedural psychological preparation was effective in decreasing pediatric patient and parental self-reported anxiety associated with HRM. Intervention decreased physician time necessary to successfully complete the study and significantly decreased the number of times patients had to endure balloon inflation.
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Tubic, Tatjana, and Visnja Djordjic. "Age and gender effects on global self-worth and domain-specific self-perceptions in youth." Zbornik Instituta za pedagoska istrazivanja 47, no. 1 (2015): 41–61. http://dx.doi.org/10.2298/zipi1501041t.
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Considering that self-perception of competence in the relevant domains is important for understanding of individual?s behavior and achievement, the study analyzed the effects of age and gender on global self-worth and domain-specific selfperceptions. The cross-sectional study included 1130 participants of age range 8-23 (520 males and 610 females). The participants were tested by the equivalent forms of six subscales from ?Self-Perception Profile for Children?, ?Self-Perception Profile for Adolescents? and ?Self-Perception Profile for College Students?. Subscales measured self-evaluations across domains of scholastic competence, social acceptance, athletic competence, physical appearance, behavioral conduct and global self-worth. Two separate MANOVAs revealed a significant main effect for age in male subsample (Wilks? Lambda =.83, F (12, 1024)=8.35, p<.01) and in female subsample (Wilks? Lambda =.80, F (12, 1204)=11.80, p< .01). An analysis of variance showed that the effect of age in males was significant in physical appearance, behavioral conduct and global self-worth, while in females significant differences were registered in scholastic competence, athletic competence, physical appearance and behavioral conduct. Pedagogical implications refer to enhancing self-concept in youth by appropriate teaching strategies and supportive learning environment. Learning experiences within physical education might be particularly beneficial for female adolescents.
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Erciş, Sertaç. "Prediction of the Performance of Elite Male Trampolines Based on Body Composition Indices." Journal of Education and Training Studies 6, no. 4a (April 1, 2018): 1. http://dx.doi.org/10.11114/jets.v6i4a.3152.
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Main purpose of this study was Prediction of the performance of elite male trampolines based on body composition indices. To this aim, 45 male athletes (age 14.17±2.86 yrs, athletic experience 7.22±3.64 yrs and competitive experience 3.31±2.44 yrs), who participated in the national trampoline team's preparation camps for participation at the 2014 Asian Games in four age categories included Children (ages 11 and 12 yrs), Juniors (ages 13 and 14 yrs), Adolescents (ages 15 to 17 yrs) and Seniors (ages 18 yrs <) were selected using targeted sampling. Variables of study included 24 body composition indices which were measured using standard procedures and instruments. Data were analyzed using Pearson correlation coefficient and multiple regression models at the 0.05 significance level. Results of study showed that, among all relationships between variables, only the relationships of the shoulder belt muscle strength (r=0.294) with performance are statistically significant and in other cases, observed relationships were not statistically significant (p>0.05). Findings of this study suggest that, in the high competitive level of trampoline body composition indices have not predictive role in preparation programs of elite male trampolines.
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Uçan, Izzet. "The Performance Prediction of Elite Male Trampolines Based on Physical Fitness Factors." Journal of Education and Training Studies 6, no. 4a (May 4, 2018): 39. http://dx.doi.org/10.11114/jets.v6i4a.3259.
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The main purpose of this study was prediction of elite male trampolines performance based on the selected physical capabilities in different age categories. To this aim, 45 male athletes (age 14.17±2.86 yrs, athletic experience 7.22±3.64 yrs and competitive experience 3.31±2.44 yrs), who participated in the national trampoline team's preparation camps for participation at the 2014 Asian Games in four age categories included children (ages 11 and 12 yrs), juniors (ages 13 and 14 yrs), adolescents (ages 15 to 17 yrs), and seniors (ages 18 yrs <), were selected using targeted sampling. Variables of study included 20 physical fitness factors which were measured using standard procedures and instruments. Data were analyzed using Pearson correlation coefficient and multiple regression models at the 0.05 significance level. Results of study showed that only the relationships of the shoulder belt muscle strength (r=0.294), aerobic power (r=0.351), relative minimum anaerobic power (r=0.256), with performance are statistically significant and in other cases, observed relationships were not statistically significant (p>0.05). Findings of this study suggest that, in the high competitive level of trampoline, physical factors have predictive role in preparation programs of elite male trampolines.
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Kahanov, Leamor, Alice R. Loebsack, Matthew A. Masucci, and Jeff Roberts. "Perspectives on Parenthood and Working of Female Athletic Trainers in the Secondary School and Collegiate Settings." Journal of Athletic Training 45, no. 5 (September 1, 2010): 459–66. http://dx.doi.org/10.4085/1062-6050-45.5.459.
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Abstract Context: Female athletic trainers (ATs) are currently underrepresented in the collegiate setting. Parenting and family obligations may play a role in this underrepresentation. Objective: To examine female ATs' perspectives on parenting and working in the secondary school and collegiate employment settings. Design: Cross-sectional study. Setting: Online survey. Patients or Other Participants: A total of 1000 nonstudent, female certified ATs who were currently members of the National Athletic Trainers' Association. Main Outcome Measure(s): An original survey was developed to assess perceptions related to motherhood and work responsibilities. Descriptive statistics were used to assess age, years of experience as a certified AT, employment position, and parent or nonparent status. A correlation matrix was conducted to determine factors among parent and nonparent status, perceptions of motherhood, and employment-setting decisions. Results: Of the 1000 surveys sent via e-mail, 411 (41.1%) female ATs responded. Responses indicated that a majority of the female ATs worked in the secondary school setting. Sixty-one percent of the respondents did not have children. Past female ATs' experiences indicated a perception that motherhood created more challenges or struggles (or both) in the work and family settings. Whether parents considered children a factor in employment-setting changes produced conflicting results: no significant correlations or differences were found among responses. Conclusions: Parenting considerations had influences on both the home and employment settings. Although parents and nonparents had different views on the implications of parenting in the workplace, both groups agreed that parenting could affect the work environment and the choice to change employment settings and careers. Administrative decisions need to be considered in relation to parenting concerns. Mentoring that includes employment-setting choices relative to life goals should be provided to ATs, regardless of sex.
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Shindova, Maria P., Ani B. Blecheva, and Jeny G. Raycheva. "Dental Fear of 6-12-year-old Children - Role of Parents, Gender and Age." Folia Medica 61, no. 3 (September 30, 2019): 444–50. http://dx.doi.org/10.3897/folmed.61.e39353.
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Aim: To investigate the level of dental fear in middle childhood and the impact of various personal and social factors that contribute to developing dental fear. Materials and methods: The study included sixty-seven 6-12-year-old children and their parents, randomly selected while receiving their treatment at the Department of Pediatric Dentistry, Plovdiv. A modified version of Dental Subscale of the Children’s Fear Survey Schedule (CFSS-DS) was used to assess the dental fear of each patient. An interview was conducted with the parents to gather information about patient’s gender and age, parent’s dental anxiety (Corah’s dental anxiety scale-DAS) and pre-appointment preparation of children. Results: The results show that the mean of CFSS-DS for children is 30.28±1.17. Concerning the age and gender the comparison between groups of patients with different levels of dental fear demonstrate no significant difference (p>0.05). 60.6%±0.49 of parents prepare their children themselves for the future dental visit and 39.4%±0.49 rely on the dentists to do it. The analysis shows that parent’s dental anxiety and pre-appointment preparation are not associated with the level of dental fear of their children (p>0.05). Conclusions: In middle childhood the majority of children show no or low level of dental fear. The personal and social factors we studied are not determinant risk factors for 6-12-year-old children to develop dental fear.
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Neil, Elizabeth R., Lindsey E. Eberman, Kenneth E. Games, and Leamor Kahanov. "Emergency Health Care Providers Lack Knowledge About Managing the Spine-Injured Athlete." Athletic Training Education Journal 13, no. 3 (July 1, 2018): 219–26. http://dx.doi.org/10.4085/1303219.
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Context: Current practice in management of the spine-injured athletes appears to be inconsistent with literature. Moreover, evidence expands faster than integration into instruction, practice, and evaluation, likely leading to an overall lack of knowledge, both perceived and actual. Objective: The primary purpose was to evaluate athletic trainers' (ATs), paramedics', emergency medical technicians' (EMTs), and dual-credentialed personnel's actual and perceived knowledge regarding management of the spine-injured athlete. Design: Cross-sectional. Setting: Web-based knowledge assessment Patients or Other Participants: We recruited participants (N = 1305) from the National Athletic Trainers' Association, Facebook, and Twitter. Only those participants (N = 785, 60.2% completion rate) who completed the actual knowledge assessment were used in analysis (age = 35.5 ± 10.8 years, male = 378 [48.2%], female = 375 [47.8%], sex not indicated = 32 [4.1%], ATs = 726, emergency personnel = 30, dual credentialed = 29). Main Outcome Measure(s): We measured perceived and actual knowledge (10 items, 9 scored) among participants and compared subgroups (ATs, emergency personnel [paramedics and EMTs], and dual credentialed [AT and either paramedic or EMT]). Results: Participants performed poorly on the actual knowledge assessment (5.5 ± 1.2, 60.8% ± 13.5%). Participants had limited change between preassessment perceived knowledge (5.0 ± 0.7) and postassessment perceived knowledge (4.7 ± 0.8). Conclusions: We identified that participants performed poorly on the actual knowledge assessment, indicating the need for more preparation and continued training in managing spine-injured athletes. Interprofessional practice and education may improve knowledge and behavioral skills, given that diverse training and increased exposure to spine boarding likely contributed to higher performance. A lack of actual knowledge, particularly regarding life-preserving skills for spine-injury management, has potentially serious consequences for patients.
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Cao, Yue, Chunhua Zhang, Rong Guo, Dandan Zhang, and Shijiao Wang. "Performances of the Canadian Agility and Movement Skill Assessment (CAMSA), and validity of timing components in comparison with three commonly used agility tests in Chinese boys: an exploratory study." PeerJ 8 (March 23, 2020): e8784. http://dx.doi.org/10.7717/peerj.8784.
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Background The practical application of the Canadian Agility and Movement Skill Assessment (CAMSA) has been reported in some Western countries. However, a few studies reported the application of the CAMSA in Chinese children. In addition, given that the CAMSA was designing to incorporate both movement skills and agility assessment, the value and validity of the timing component of the CAMSA are worth discussing. Methods By choosing the Illinois Agility Test, Repeated Side Step-1 m distance, and the newly designed Repeated Side Step-half of height as the benchmark, we evaluate the performance of the CAMSA, further establish the concurrent validity of the CAMSA timing components (completion time and time score). In total, 149 male children (mean age 9.0 ± 0.8 years) from public schools in Shanghai, China, participated in the study. Results The mean CAMSA completion time was 19.3 ± 5.3 (s), and mean time score was 8.7 ± 3.9 (range of 1–14) for all participants (n = 149). After adjusted the sprint speed, older age was positively associated with the performance of the CAMSA. Being overweight was not associated with the performance of the CAMSA comparing with healthy body mass children, however, being obese was negatively associated with the CAMSA timing components and total score. Children having extracurricular sports activities (e.g., athletic experiences), mostly soccer, were more likely to demonstrated better performances of the CAMSA completion time, time score and total score. However, overweight and obese, also athletic experiences were not significantly contributed to the CAMSA skill score, although the association was slight (Adj R2 = 0.13). Besides, the CAMSA completion time has a strong correlation with the IAT, r = 0.77; RSS-1MD, r = − 0.76; and RSS-HHD, r = − 0.77, p < 0.01. The same pattern of correlation was also found between the CAMSA time score and three agility tests: IAT, r = − 0.79; RSS-1MD, r = 0.76; RSS-HHD, r = 0.78, p < 0.01. Discussion Overall, a few participants in the study were able to reach the recommended level of the total CAMSA score referring to the Canadian criterion. The strong concurrent validity was found between the CAMSA timing components and three selected agility tests, respectively.
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Bryant, Jason, Joseph Tobias, and Senthil Krishna. "Management of the Difficult Airway in the Pediatric Patient." Journal of Pediatric Intensive Care 07, no. 03 (January 28, 2018): 115–25. http://dx.doi.org/10.1055/s-0038-1624576.
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AbstractLoss of airway control in children, if not resolved quickly, will lead to devastating consequences. Successful management of the pediatric difficult airway, both anticipated and unanticipated, is facilitated by preprocedure assessment and preparation. Accessibility of and continued hands-on training with modern airway instruments, familiarization with difficult airway guidelines, and collaboration with multidisciplinary airway teams can aid in the management of the difficult pediatric airway. This review outlines the importance of airway assessment and advanced airway equipment for children. It also discusses difficult airway management techniques and algorithms for the management and rescue of the pediatric difficult airway.
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Harrison, Melody, Thomas A. Page, Jacob Oleson, Meredith Spratford, Lauren Unflat Berry, Barbara Peterson, Anne Welhaven, Richard M. Arenas, and Mary Pat Moeller. "Factors Affecting Early Services for Children Who Are Hard of Hearing." Language, Speech, and Hearing Services in Schools 47, no. 1 (January 2016): 16–30. http://dx.doi.org/10.1044/2015_lshss-14-0078.
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PurposeTo describe factors affecting early intervention (EI) for children who are hard of hearing, we analyzed (a) service setting(s) and the relationship of setting to families' frequency of participation, and (b) provider preparation, caseload composition, and experience in relation to comfort with skills that support spoken language for children who are deaf and hard of hearing (CDHH).MethodParticipants included 122 EI professionals who completed an online questionnaire annually and 131 parents who participated in annual telephone interviews.ResultsMost families received EI in the home. Family participation in this setting was significantly higher than in services provided elsewhere. EI professionals were primarily teachers of CDHH or speech-language pathologists. Caseload composition was correlated moderately to strongly with most provider comfort levels. Level of preparation to support spoken language weakly to moderately correlated with provider comfort with 18 specific skills.ConclusionsResults suggest family involvement is highest when EI is home-based, which supports the need for EI in the home whenever possible. Access to hands-on experience with this population, reflected in a high percentage of CDHH on providers' current caseloads, contributed to professional comfort. Specialized preparation made a modest contribution to comfort level.
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Erciş, Sertaç. "Prediction of Elite Male Trampolines' Performance Based on the Selected Psychological Capabilities." Journal of Education and Training Studies 6, no. 4a (April 13, 2018): 19. http://dx.doi.org/10.11114/jets.v6i4a.3210.
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Main purpose of this study was prediction of elite male trampolines' performance based on the selected physical and psychological capabilities in different age categories. To this aim, 45 male athletes, athletic experience and competitive experience, who participated in the national trampoline team's preparation camps for participation at the 2014 Asian Games in four age categories included Children (ages 11 and 12 yrs), Juniors (ages 13 and 14 yrs), Adolescents (ages 15 to 17 yrs), and Seniors (ages 18 yrs <), were selected using targeted sampling as subjects. Variables of study included 16 variables related to mental skills which were measured using standard procedures and instruments. Data were analyzed using Pearson correlation coefficient and multiple regression models at the 0.05 significance level. Results of study showed that, among all relationships between variables, self-confidence (r=0.359), concentration (r=0.316), concentration recovery (r=0.394), average of psycho-cognitive skills (r=0.304), and total average of mental skills (r=0.307) with performance are statistically significant. Results of regression analysis showed that self-confidence (β =0.522) and concentration recovery (β = 0.377) are significant determinants of performance which explain totally 26.7 percent of the elite male trampolines' competitive performance. Findings of this study suggest that, in the high competitive level of trampoline, psychological factors (i.e., self-confidence and concentration recovery) have more predictive role which must be considered in preparation programs of elite male trampolines.
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Bowman, Thomas G., Stephanie M. Mazerolle, and Brianne F. Kilbourne. "Perceptions of Employer Socialization Tactics During Junior Faculty Transition into Higher Education." Athletic Training Education Journal 13, no. 1 (January 1, 2018): 42–48. http://dx.doi.org/10.4085/130142.
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Context: New faculty are expected to teach, be productive scholars, and provide service in order to earn tenure, but few experience the full spectrum of faculty responsibility during doctoral preparation. Recent evidence suggests mentorship and orientation are important during role transition. However, how employers facilitate role transition for new faculty remains unclear. Objective: Examine the perspectives of junior faculty members' organizational socialization into higher education, specifically focusing on mentorship and orientation sessions. Design: Qualitative study. Setting: Fourteen higher education institutions. Patients or Other Participants: Sixteen junior faculty (7 male, 9 female; age = 32 ± 3.5 years) representing 7 National Athletic Trainers' Association districts participated. At the time of the interview, all participants were within their first 3 years of a full-time faculty position. Main Outcome Measure(s): All participants completed a semistructured telephone interview. The interview guide was focused on the experiences of junior faculty and was developed based upon the literature and purpose of the study. We analyzed the transcribed interviews using a general inductive approach. Results: Mentors provided support to assist in the transition to faculty positions on a variety of topics, although formal mentoring programs are identified as helpful only if a relationship develops. Regarding the second theme, participants noted orientation sessions organized by the institution or department that provided a clear overview of the position. However, despite their use, many described the orientation sessions as not providing essential information that would have been helpful. Additionally, tenure and promotion processes often had purposefully vague criteria regardless of how thorough the explanation, leading to stress. Conclusions: Our findings suggest that higher education administrators help new athletic training faculty transition by providing mentors and orientation sessions. Findings also suggest that these experiences, at times, are not comprehensive and caused the transition to academe to be stressful.
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Sharratt, Pamela Arlette, and Elizabeth van den Heuvel. "Metamemorial knowledge in a group of black South African school children." South African Journal of Psychology 25, no. 2 (June 1995): 59–73. http://dx.doi.org/10.1177/008124639502500201.
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An interview study of metamemory based on that of Kreutzer, Leonard and Flavell (1975) was carried out on 94 Zulu school children, with an age range of 6–13 years. It was hypothesized that the types of metamemorial knowledge found might be culture and/or schooling dependent. A general pattern was detected in the data of the children, namely, that in respect of knowledge of task and person memory variables, responses were mostly similar to those of the Kreutzer et al.'s American group, but in respect of knowledge of strategic variables, the Zulu children lagged behind the American sample. In particular, there were lags in the patterns of responding on the interview sections immediate-delay, story-list, study-plan, preparation: object, preparation: event, retrieval: object, retrieval: event, and rote-paraphrase. Possible cultural and educational reasons for these results are discussed in the light of other related research.
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Koren, G. "P55 Preventing inappropriate hydroxyurea dosing in children by introducing a child-appropriate preparation." Archives of Disease in Childhood 104, no. 6 (May 17, 2019): e39.3-e40. http://dx.doi.org/10.1136/archdischild-2019-esdppp.93.
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BackgroundHydroxyurea (HU) is the only FDA- approved disease- modifying drug for sickle cell disease, by inducing the production of fetal hemoglobin and thus decreasing the sickling of red blood cells. Till recently HU was available only in adult doses of 1000 mg. This meant that to aim at the standard dose of 20 mg/kg/d, most young children had to be overdosed, or the dose had to be fluctuated daily to achieve the aimed mean dose. Because adherence improves with unchanged daily dose, and due to the more than 10 fold variability in HU pharmacokinetics in children, there was an urgent need for a pediatric formulation of HU.Methods and resultsThis issue has been solved with the FDA approval of the French-originated orphan HU, Siklos, a preparation of 50 and 100 mg, which prevents the risk of inappropriate dosing in children.Studies show that the child appropriate dose preparation much more closely allow young children to receive appropriate dose of Hydroxyurea, and increase adherence with this critical drug.ConclusionsIn summary, FDA approval of the French-originated orphan HU, Siklos in preparations of 50, 100 mg, prevents the risk of inappropriate dosing of the drug in children. This should encourage all involved in pediatric medicine, from health care physicians and pharmacists, to the pharmaceutical industry and regulators to act similarly in other therapeutic areas where inappropriate pediatric dose schedules are endangering the health and wellbeing of children.Disclosure(s)G Koren has been a consultant for Medunik USA.
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Sadeghian, Efat, Marziyeh Seif, Hassan Aahmadi nia, and Arash Khalili. "The Effect of Preparation for Hospitalization on School-Age Children�s Anxiety During Admission at Hamadan Besat Educational Hospital." Avicenna Journal of Nursing and Midwifery Care 27, no. 3 (August 1, 2019): 149–55. http://dx.doi.org/10.30699/ajnmc.27.3.149.
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