Context: Emergency and immediate care skills are often difficult to practice in real time during clinical education. One immediate care skill requiring advanced training that may not be implemented during clinical education is wound closure via suturing. Simple laceration management with sutures can be advantageous skill for athletic training…

Context: The emergence of the doctor of athletic training (DAT) degree creates opportunities to develop advanced practice leaders in athletic training. Preliminary data suggest academic employers are likely to hire and believe it would be beneficial to hire someone with a DAT degree; however, it remains unclear how academic employers perceive the…

Context: Mentorship has been identified as a primary organizational socialization tactic and has been directly associated with transition to practice. Objective: Understand how the mentoring relationship develops for the newly credentialed athletic trainer during the first year of clinical practice. Design: Grounded theory. Setting: Athletic…

Context: Change management is a discipline guiding how organizations prepare, equip, and support people to adopt a change to drive organizational success and outcomes successfully. Objective: To introduce the concept of change management and create a primer document for athletic training educators to use in the classroom. Background: While Lean…

Context: Lean as a quality improvement philosophy is new to athletic training despite widespread use in health care for many years. Objective: To introduce the concepts of Lean and Lean Six Sigma and create a primer document for athletic training educators in the classroom. Background: Lean requires organizations to exercise effort along with…

Context: Athletic trainers must develop the knowledge and skills to recognize signs and symptoms of dermatologic conditions in the physically active population. Objective: To present an overview of an educational technique aimed at promoting the development of skills related to dermatological care that meets clinical practice needs and…

Context: The knowledge and confidence of athletic training educators regarding competency-based education are not known. While there may be a role for this model of education within athletic training, it is important to gain an understanding of the familiarity current educators have with competency-based education. Objective: To assess current…

Context: Leadership has been reported to be an important factor in the practice of athletic training. However, no research has identified the frequency in which leadership is practiced by athletic trainers. Objective: To explore and compare the frequency with which athletic trainers practice leadership in their athletic training and non-athletic…

Context: Continuing education (CE) is a form of professional development intended to improve knowledge and skill beyond entry-level practice; however, we lack data to understand how athletic trainers (ATs) choose to implement CE experiences into clinical practice. Objective: To explore ATs' motivators for pursuing professional development through…

Context: Athletic training programs can develop their own content and mechanisms for developing preceptors. Ideally, preceptor development sessions should meet the needs of both the educational program and the preceptor; however, there is a gap in the existing literature regarding athletic training preceptors' perceived learning needs. Objective:…

Context: The ability to demonstrate sound clinical reasoning is needed for a practicing athletic trainer. However, instruction on how to make a correct clinical decision may be deficient in many athletic training programs. Objective: To provide an overview of how to teach technical and tactical skills, using both a tradition and a nontraditional…

Context: Athletic trainers are encouraged to work collaboratively with other health care professionals to improve patient outcomes. Interprofessional education (IPE) experiences for practicing clinicians should be developed to improve interprofessional collaborative practice postcertification. An outcome measure, such as the modified Readiness for…

The purpose of this column is to provide athletic training educators (ATE) with evidence regarding the use of tourniquets in the prehospital setting as well as to be a resource on how to teach the management of external hemorrhage using tourniquets.

Preceptor education is a major focus for all athletic training programs. Clinical education is a required and fundamental component of an athletic training student's education, so it is imperative the preceptors delivering and supervising clinical experiences have the highest level of training. The purpose of this exploratory qualitative…

Successful completion of the Board of Certification (BOC) examination verifies that an athletic trainer has the knowledge and skills associated with the entry-level practice of athletic training, but earning a terminal degree ''does not mean that the person holding this degree necessarily understands how to design, implement, assess, or even…