Simulated Patients Are Predominantly Used to Teach and Evaluate Athletic Training Students' Skills: A 10-Year Follow-Up
| Autor: | Stacy E. Walker, Kirk J. Armstrong, Thomas G. Weidner |
|---|---|
| Rok vydání: | 2018 |
| Předmět: |
Medical education
020205 medical informatics biology Athletes business.industry media_common.quotation_subject Teaching method Self-esteem College athletics Context (language use) 02 engineering and technology General Medicine biology.organism_classification Simulated patient 03 medical and health sciences Athletic training 0302 clinical medicine Health care 0202 electrical engineering electronic engineering information engineering 030212 general & internal medicine Psychology business media_common |
| Zdroj: | Athletic Training Education Journal. 13:281-289 |
| ISSN: | 1947-380X |
| DOI: | 10.4085/1303281 |
| Popis: | Context: Health care education needs to include methods of teaching and evaluation that are realistic and mimic patient care. Objective: To follow up on previous research regarding the methods athletic training educators use to evaluate and teach athletic training students' clinical skills during clinical experiences and in the classroom/laboratory. Design: Cross-sectional. Setting: Public and private institutions. Patients or Other Participants: Program directors of all accredited professional athletic training programs as of November 2015 (N = 372) were asked to participate; a total of 90 participated. Data Collection and Analysis: The electronic survey consisted of 6 demographic questions, 6 questions regarding methods used to teach and evaluate clinical skills, and 6 items regarding barriers, educational content areas, and practice settings for real-time patient encounters. The Cronbach α determined internal consistency, α = 0.784. Descriptive statistics were computed for all items. An analysis of variance and independent t tests analyzed differences among institutions/programs with different demographic characteristics with regard to methods, barriers, educational content areas, and settings used for teaching and evaluating skills. The α level was set at .05. Results: Simulated patients and real-time evaluations were the most prevalent methods of teaching and evaluating clinical skills in the classroom/laboratory and during clinical experiences, respectively. Students' lack of self-confidence (4.10 ± 0.835) was the most common barrier during clinical experiences. The clinical examination and diagnosis (4.54 ± 0.656) and acute care of injury and illness (4.39 ± 0.775) content areas ranked highest for sufficient opportunities for real-time skill evaluation. One-way analysis of variances revealed no significant differences related to institutional/program demographics regarding opportunities for or barriers to teaching and evaluating skills. Conclusions: Ten years after our previous research, athletic training students' skills are still primarily taught and evaluated via simulated patients, with a slight increase in real-time patient encounters. Professional programs should continue using simulations and consider real-time encounters to provide additional patient care experiences. |
| Databáze: | OpenAIRE |
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