Factors Influencing Athletic Trainers' Professional Development Through Continuing Education
| Autor: | Lindsey E. Eberman, Jessica R. Edler |
|---|---|
| Rok vydání: | 2019 |
| Předmět: |
Medical education
Evidence-based practice 020205 medical informatics Trainer Professional development Lifelong learning Attendance Continuing education Context (language use) 030229 sport sciences 02 engineering and technology General Medicine 03 medical and health sciences Athletic training 0302 clinical medicine 0202 electrical engineering electronic engineering information engineering Psychology |
| Zdroj: | Athletic Training Education Journal. 14:12-23 |
| ISSN: | 1947-380X |
| DOI: | 10.4085/140112 |
| Popis: | 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 CE and how they choose to implement CE experiences in clinical practice. Design Qualitative study. Setting Individual telephone interviews. Patients or Other Participants Fourteen ATs (5 male, 9 female; age = 33 ± 11 years, experience = 11 ± 11 years) participated voluntarily. Main Outcome Measure(s) Interviews were audio recorded and transcribed verbatim, redacting all personal information. After transcription, 2 members of the research team used a consensual qualitative research approach to analyze data. Both members were engaged in constant discussions to ensure consistency in analysis. A third member served as an external reviewer to ensure accuracy in coding and confirm data saturation. Results We identified 4 major themes regarding ATs' motivation and implementation of CE: (1) perceived benefits of CE, (2) factors influencing CE selection, (3) improving CE, and (4) implementation of CE learning into clinical practice. Among perceived benefits of CE, participants discussed maintenance of evidence-based practice and lifelong learning. Participants were motivated to choose CE sessions based on patient population, perceived need for CE, or area of interest, whereas they chose conferences based on travel distance and cost. Participants provided a variety of suggestions for CE improvement including handouts, discussion of barriers, and more hands-on sessions. Within implementation, participants discussed barriers, their confidence in integrating skills, and their patients' responses. Conclusions Although ATs are completing required CE, how they choose opportunities and subsequently how they implement learning is limited. We must consider an alternative mechanism for identifying CE needs to improve patient care focused on patient needs and outcomes, while still considering the financial and time barriers to attendance. |
| Databáze: | OpenAIRE |
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