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Improving Athletic Trainers' Knowledge of Clinical Documentation Through Novel Educational Interventions: A
Tricia M Kasamatsu1, Sara L Nottingham2, R Curtis Bay3
1Department of Kinesiology, Athletic Training Program, California State University, Fullerton.
Journal of Athletic Training
|January 31, 2024
Summary
Active learning pathways significantly improved athletic trainers' clinical documentation knowledge compared to passive methods. Targeted continuing education is crucial to address specific knowledge gaps in areas like legal aspects and technology.
Area of Science:
- Sports Medicine
- Health Professions Education
Background:
- Athletic trainers (ATs) require enhanced educational resources for clinical documentation.
- Current educational strategies may not fully meet the needs of practicing ATs.
Purpose of the Study:
- To evaluate the efficacy of passive and active educational interventions in improving ATs' clinical documentation knowledge.
- To identify specific areas of knowledge deficit in clinical documentation among ATs.
Main Methods:
- A randomized controlled trial with a sequential explanatory mixed-methods design.
- Practicing ATs were assigned to a personalized learning pathway (PLP), passive reading list (PAS), or control group.
- Knowledge was assessed via pre- and post-intervention assessments and supplemented by qualitative interviews.
Main Results:
- The personalized learning pathway (PLP) group demonstrated significantly greater improvement in clinical documentation knowledge compared to passive and control groups.
- No significant pre-intervention knowledge differences were observed between groups.
- ATs scored lowest in legal, value of the AT, and health information technology documentation aspects.
Conclusions:
- Educational interventions, particularly active learning pathways, effectively enhance ATs' clinical documentation knowledge.
- Valuable insights were gained regarding ATs' confidence and perceived needs in documentation.
- Targeted continuing education is recommended to address identified knowledge gaps for improved clinical practice.
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