Educator Perceptions of the Evidence-Based Teaching Model in Undergraduate Athletic Training Education

Autor/inn/en	Manspeaker, Sarah A.; Van Lunen, Bonnie L.; Turocy, Paula S.; Pribesh, Shana; Hankemeier, Dorice
Titel	Educator Perceptions of the Evidence-Based Teaching Model in Undergraduate Athletic Training Education
Quelle	In: Athletic Training Education Journal, 6 (2011) 2, S.76-87 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1947-380X
Schlagwörter	Health Occupations; Teacher Effectiveness; Athletics; Program Evaluation; Teaching Models; Interviews; Teacher Attitudes; Physical Education; Physical Education Teachers; Training Methods; Health Related Fitness; Inferences; Program Implementation; Teacher Competencies + Suchen Sie Ihr Suchwort? Gesundheitsberuf; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Leichtathletik; Programme evaluation; Programmevaluation; Lehrmodell; Interviewing; Interviewtechnik; Lehrerverhalten; Körpererziehung; Sportunterricht; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Didaktik; Trainingsmaßnahme; Gesundheitssport; Gesundheitstraining; Inference; Inferenz; Lehrkunst
Abstract	Context: While research recommends that health professions expand the instruction and use of evidence-based practice (EBP) due to the individualized approach to patient health care, few examples of the incorporation of EBP into academic courses exist in athletic training. Objective: To evaluate educators' perceptions of the Evidence-Based Teaching Model (EBTM) as a strategy to introduce EBP concepts to athletic training (AT) students. Design: Qualitative program evaluation including semi-structured interviews. Setting: Institutions that sponsor CAATE-accredited professional undergraduate programs. Participants: Stratified purposeful sampling of 9 experienced educators (2 males, 7 females; average years teaching 8 plus or minus 5 years) teaching therapeutic modalities or rehabilitation were trained in the EBTM and interviewed regarding their experience. Measures: Educators' experiences regarding implementation of the EBTM. Coded categories were triangulated via member checks and peer review to establish trustworthiness of the findings. Results: Educators valued the EBTM as a method to implement evidence-based concepts within a short time frame in their course, and perceived it as a user-friendly and effective teaching tool. Assignments requiring direct interaction between students and clinical instructors were considered most favorable. Training materials provided educators with a new perspective of how to implement EBP at the professional level. Conclusions: Implementation of the EBTM helped educators attain their goals of expanding evidence-based concepts within professional undergraduate curricula and increasing student and clinical instructor interaction. Overall, the EBTM provided a mechanism to begin incorporation of EBP concepts in athletic training curricula. (Contains 2 figures and 6 tables.) (As Provided).
Anmerkungen	National Athletic Trainers' Association. 2952 Stemmons Freeway Suite 200, Dallas, TX 75247. Tel: 214-637-6282; Fax: 214-637-2206; e-mail: ATEdJournal@gmail.com; Web site: http://nataej.org/journal-information.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10