Context: Researchers have reported that interacting with standardized patients (SPs) is a worthwhile and realistic experience for athletic training (AT) students. These encounters enhance students'...

Standardized Patient Encounters Improved Athletic Training Students' Confidence in Clinical Evaluations

Aims/Background: Problem-based learning (PBL) has received little empirical study in sports therapy teaching in the UK. The purpose of this study was to examine the inclusion of case based learning (CBL) through case study scenarios on the development of clinical reasoning (CR) within a second year undergraduate module on the Sports Therapy degree programme at a higher education institution in the UK. Method: The study was qualitative and exploratory in nature as a questionnaire was provided to the participants and common themes relating to the student experience of CBL were identified. Thirty-five students (n=35, 19 female and 16 male, mean age 21) completed the questionnaire relating to the student experience of the use of case studies and the impact on their CR. Findings: The findings of the study suggested that the majority of students perceived the case studies as being beneficial in developing their CR. To develop CR, students suggested that clinical skills and knowledge of injury must be accurate. ...

Problem-based learning andclinical reasoning in sportstherapy practice

Athletic therApY todAY © 2010 Human Kinetics ATT 15(4), pp. 18-21 THE ULTIMATE goal of pedagogy in athletic training is to improve student proficiency in applying clinical knowledge for good decision making. Nevertheless, learning and applying a skill in the appropriate context requires the development of cognitive processing ability, which involves reasoning and critical thinking.1,2 Athletic training educators may struggle to find effective ways to teach and assess the thought processing of students.3 Utilizing the think-aloud method, educators can promote and assess students’ critical thinking and their modeling of expert cognitive processes. The think-aloud method, which has roots in psychological research, has been used to map expert thinking and reasoning.4 Educational uses of the think-aloud method are documented in nursing and medical literature as an effective means to develop appropriate decision making, clinical reasoning, and critical thinking. A think-aloud lesson consists of a student interacting with a written case (e.g., case study, vignette, scenario).5 The term think aloud simply means the student verbalizes thoughts that come to mind while attempting to solve a problem associated with the case. The instructor models the cognitive processes for the student by verbalizing his or her thoughts while solving a problem presented by the written case. In the process of having a student attempt to model the approach, the educator can provide feedback about the student’s cognitive processing by discussing the verbalizations.6 Through this process, the educator provides summative guidance and feedback regarding the student’s mental model. Using the think-aloud method can be advantageous for developing and evaluating thought processes for clinical reasoning and critical thinking.7,8 This method can also be useful for making links between chunks of knowledge that may be difficult for students to experience (e.g., modified on-field injury evaluations in wrestling and football). In nursing education, the think-aloud method has been used to reveal and correct faulty thinking and to have students model the reasoning of an experienced practitioner.9 The purpose of this report is to present examples of utilization of the think-aloud method in undergraduate athletic training education.

The “Think-Aloud” Method to Promote Student Modeling of Expert Thinking

University of Minnesota Ed.D. dissertation. May 2011. Major: Education, Curriculum and Instruction. Advisors: Dr. Joyce Strand, Dr. Mary Ann Marchel. 1 computer file (PDF); xi, 154 pages, appendices A-D.

Transitioning from a student to a professional in athletic training: A phenomenological review of Graduate Assistants/Fellows

Introduction Key skills required of today's students include critical thinking, problem-solving, creativity, innovation, collaboration, and communication. The acquisition of these skills is foundational to success in a variety of professions and contexts. This study complements a larger simulated person methodology (SPM) project that utilizes simulators (individuals who are trained to realistically reproduce scenarios by providing specific information, displaying signs and behaviours, and creating a realistic encounter in a consistent manner) to replicate real workplace issues, thus affording students an opportunity to apply knowledge and practice real-life skills necessary to the workplace. The primary objective of this study is to apply this innovative teaching approach in higher education as a means of developing proficient critical-thinking and interpersonal skills. Methods This pilot study uses an exploratory mixed-methods design to explore the experiences of 12 students enrolled in an athletic therapy (AT) certificate program that uses SPM. Our hypothesis is that SPM will have a positive impact on student learning and professional development. Results The students responded favourably to the use of SPM. Indeed, 80% "felt challenged and stimulated" and deemed SPM to be a "more effective method" of practicing communication skills than practicing with fellow students. These findings can inform future research and support work towards enhancing this methodology as a pedagogical approach. In tandem, this study and the larger SPM project are poised to provide an effective undergraduate education experience across various faculties at the pilot university. More work is required to align this teaching approach with the AT education program redesign.

/pdf/understanding-learners-experiences-of-simulated-person-wabo1sqeql.pdf

Understanding Learners' Experiences of Simulated Person Methodology in an Athletic Therapy Program.

Objectives: To examine methods used to evaluate the clinical competence and proficiency of students in medicine and allied health professions. To identify factors that would be valuable to educators in athletic training and other medical and allied health professions in the development and use of clinical assessment methods. Data Sources: We searched EBSCO Academic, InfoTrac, MEDLINE and PubMed for literature from professional journals related to clinical education, assessing clinical competence, clinical competence, clinical proficiency assessment. Data Synthesis: Assessment of competence in the clinical setting is an issue for medicine and allied health education programs, including athletic training. Methods used to assess clinical competence included written, objective tests, checklists, oral examinations, patient management problems, simulated patients, observed clinical situations, the Observed Structured Clinical Exam and observation of students. Each method has its advantages and concerns. Psychom...

Issues in Selecting Methods of Evaluating Clinical Competence in the Health Professions: Implications for Athletic Training Education.

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Issues in Selecting Methods of Evaluating Clinical Competence in the Health Professions: Implications for Athletic Training Education.