Advancement of Athletic Training Clinical Education through Preceptor-Led Instructional Strategies

Autor/inn/en	Burton, Connor A.; Winkelmann, Zachary K.; Eberman, Lindsey E.
Titel	Advancement of Athletic Training Clinical Education through Preceptor-Led Instructional Strategies
Quelle	In: Athletic Training Education Journal, 14 (2019) 3, S.223-232 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1947-380X
DOI	10.4085/1403223
Schlagwörter	Athletics; Allied Health Occupations Education; Clinical Experience; Practicum Supervision; Professional Personnel; Educational Strategies; Clinical Teaching (Health Professions); Reflection; Student Journals; Career Readiness; Patients; Simulation; Discussion (Teaching Technique); College Seniors; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Leichtathletik; Personalbestand; Lehrstrategie; Studentenzeitung; Patient; Simulation program; Simulationsprogramm; College; Colleges; Senior; Hochschule; Fachhochschule; Unterrichtserfolg
Abstract	Context: Athletic training programs blend didactic experiences with clinical practice opportunities with varied patient populations. Traditionally, clinical education relies heavily on the preceptor to supervise, instruct, and mentor the professional athletic training student (P-ATS) during clinical education. Objective: To describe a preceptor-led educational technique focused on creating meaningful clinical experiences that guide the P-ATS to self-reflect and improve clinical decision-making. Background: Preceptors are expected to create an effective learning environment at their clinical site that prepares the PATS for independent clinical practice, yet some authentic patient encounters and administrative tasks may not be possible because of the nature of the clinical site. By implementing novel clinical education techniques that mimic clinical practice, the P-ATS can engage in meaningful clinical experiences in a safe environment, which aids in professional readiness for independent clinical practice that address learner goals and deficiencies in areas with minimal opportunities for real-time encounters. Description: The preceptor designed educational techniques to cultivate meaningful clinical experiences that included incognito standardized patient encounters, structured debriefing, and reflective journaling. Clinical Advantages: A 3-fold benefit exists. First, the P-ATS engages in meaningful clinical experiences to enhance professional readiness for replication of independent clinical practice. Second, the P-ATS develops soft skills, such as metacognitive reflection and quality improvement strategies, after completing the debrief sessions and reflective journaling. Lastly, the preceptor shares contemporary expertise through designing and implementing instructional strategies that mentor the P-ATS through difficult conversations and unique patient presentations. Conclusions: Implementation of novel instructional strategies within clinical education demonstrates the ability for the PATS to engage in real-time clinical experiences in a safe environment and under the guidance of the preceptor. (As Provided).
Anmerkungen	National Athletic Trainers' Association. 2952 Stemmons Freeway Suite 200, Dallas, TX 75247. Tel: 214-637-6282; Fax: 214-637-2206; e-mail: ATEdJournal@gmail.com; Web site: http://nataej.org/journal-information.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01