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Athletic Training Student Core Competency Implementation During Patient Encounters.

Julie M Cavallario1, Bonnie L Van Lunen1, Johanna M Hoch2

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Summary
This summary is machine-generated.

Athletic training students who assist during patient encounters (PEs) and have more frequent PEs implement more professional core competencies (CCs). These findings highlight the importance of student role and encounter volume for effective clinical education.

Keywords:
clinical educationpreceptorsstudent role

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Area of Science:

  • Athletic Training Education
  • Clinical Competency Assessment
  • Health Professions Education

Background:

  • Early patient encounters (PEs) and core competency (CC) implementation are crucial for athletic training students' (ATSs) skill development.
  • However, the relationship between clinical education experiences and CC implementation as a summative assessment has not been extensively studied.

Purpose of the Study:

  • To investigate the association between patient encounter characteristics (frequency, length, student role, clinical site) and the perceived implementation of core competencies by athletic training students.
  • To explore how different facets of clinical education influence the development and application of essential professional skills.

Main Methods:

  • A cross-sectional study was conducted with 40 athletic training students at a Division I institution.
  • Participants engaged with an educational module on core competencies and tracked their patient encounters using E*Value software.
  • Data analysis involved ANOVAs and regression models to examine relationships between encounter variables and CC implementation.

Main Results:

  • Student role during patient encounters significantly impacted core competency implementation; assisting roles led to higher implementation rates than observing or performing.
  • The frequency of patient encounters was the sole significant predictor when considering all independent variables for CC implementation.
  • Clinical site and encounter length did not show significant associations with the total number of implemented CCs.

Conclusions:

  • Prioritizing student roles, particularly assisting in patient encounters, and increasing the volume of these encounters are key to enhancing core competency implementation in athletic training education.
  • These findings suggest a need to structure clinical experiences to maximize opportunities for active student participation and frequent patient interaction.