Athletic Training Education Journal Volume 8 Issue 1 Supplement

2013

ATHLETIC TRAINING EDUCATION JOURNAL National Athletic Trainers’ Association www.nataej.org ISSN: 1947-380X EDITOR William A. Pitney, EdD, ATC, FNATA Northern Illinois University

EDITORIAL BOARD

EDITORIAL BOARD David Berry, PhD, AT, ATC Saginaw Valley State University

Catherine Stemmans, PhD, ATC Indiana State University

William Buckley, PhD, MBA, ATC Penn State University

Robert Stow, PhD, ATC, CSCS University of Wiscousin-Eau Claire

Lori Dewald, EdD, ATC, CHES Salisbury University

Elizabeth Swann, PhD, ATC Nova Southeastern University

ASSISTANT EDITOR Abbey Dondanville, EdD, ATC Wingate University

Donald Fuller, PhD, ATC Baylor University

Brian Udermann, PhD, ATC, FACSM University of Wiscousin-LaCrosse

ASSISTANT EDITOR Michael Hudson, PhD, ATC Missouri State University

Jolene Henning, EdD, ATC University of North CarolinaGreensboro

ASSISTANT EDITOR Mack Rubley, PhD, ATC, CSCS University of Nevada, Las Vegas

MaryBeth Horodyski, EdD, ATC University of Florida

ASSOCIATE EDITOR Kimberly S. Peer, EdD, ATC Kent State University

EDITORIAL ASSISTANT Blaine Long, PhD, ATC Oklahoma State University EDITORIAL ASSISTANT Kirk Armstrong, EdD, ATC Georgia College & State University CONSULTING EDITOR Kenneth L. Knight, PhD, ATC, FNATA Brigham Young University MANAGING EDITOR Leslie E. Neistadt, ELS The Hughston Foundation EDITORIAL OFFICE 6262 Veterans Parkway Columbus, GA 31909 The Hughston Foundation (706) 494-3345

Peggy Houglum, PhD, ATC, PT Duquesne University Peter Koehneke, MS, ATC Canisius College Jeffrey Konin, PhD, ATC, PT University of South Florida Steven Lesh, PhD, ATC, PT Southwest Baptist University Stephanie Mazerolle, PhD, ATC University of Connecticut Todd McLoda, PhD, ATC Illinois State University Eric Sauers, PhD, ATC, FNATA A.T. Still University John Schrader, HSD, ATC Indiana University

Frank Walters, PhD, ATC Broward Health Ronald Wagner, PhD, ATC California University of Pennsylvania Thomas Weidner, PhD, ATC, FNATA Ball State University ADVISORY PANEL Thomas Cappaert, PhD, ATC Indiana University-Purdue University Indianapolis Tim Laurent, EdD, ATC Lynchburg College Andy Winterstein, PhD, ATC University of Wiscousin-Madison Paula Sammarone Turocy, EdD, ATC Duquesne University Stacy Walker, PhD, ATC Ball State University

EDITORIAL ASSISTANT Paul Tom

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TABLE OF CONTENTS ATHLETIC TRAINING EDUCATION JOURNAL National Athletic Trainers’ Association www.nataej.org ISSN: 1947-380X

TABLE OF CONTENTS

SPECIAL ISSUE: POSTER ABSTRACTS 2013 ATHLETIC TRAINING EDUCATORS’ CONFERENCE January 11-13

Dallas, TX

LETTER Letter From ATEC Subcommittee Chair

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POSTER ABSTRACTS

Scholarship of Discovery

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Student Percerptions of Peer Video Assigment Moore M

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Clinical Instructional Methods Employed by Approved Clinical Instructors in the Clinical Setting Mazerolle SM, Bowman TG, Dodge TM

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Self-Perceived Educational Preparedness of Entry-Level Athletic Trainers Regarding Preventing Sudden Death in Sport Pagnotta KD, Mazerolle SM, Yabor TM, Salvatore AC, Casa DJ

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An Examination of Approved Clinical Instructor-Student Dyads in Athletic Training Clinical Education Nottingham SL, Henning JM

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Perceived Outcomes of Online Modules Designed to Enhance Athletic Trainers’ Knowledge of Evidence-Based Practice McCarty CW, Van Lunen BL, Hankemeier DA, Thornton AL, Mutchler JM, Pitney WA, Hays DG

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Future Directions of Evidence-Based Practice in Athletic Training: Perceived Strategies to Enhance the Utilization of EBP Thornton AL, McCarty CW, Hankemeier DA, Hays DG, Pitney WA, Van Lunen BL

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Board of Certification Approved Provider Category A Course Offerings: Results of a Cross-Sectional Observational Study Berry DC, Penny JM, Kinard C, Samdperil G, Hughes BJQ, Walker S, Armstrong KJ

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An Examination of the Reliability of Athletic Trainers’ Self-Assessment of Learning Needs Using Step-One of the Professional Leaning Plan Hughes BJ, Berry DC, Penny JM, Walker SE, Armstrong KJ, McGuine T, Samdperil G

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Post-Professional Athletic Training Students’ Perspectives on Implementing Educational Competencies into Daily Clinical Practice: A Pilot Study Van Lunen BL, McCarty CW, Hankemeier DA

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Problem-Based Learning to Cultivate Competent Athletic Training Clinicians Gillette CM, Emineth KK, Doberstein ST, Gibson MH

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ATHLETIC TRAINING EDUCATION JOURNAL National Athletic Trainers’ Association www.nataej.org ISSN: 1947-380X

TABLE OF CONTENTS

Standardized Patients Provide a Reliable Assessment of Athletic Training Students Clinical Skills Armstrong KJ, Jarriel AJ

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The Benefits of Serving as an Athletic Training Clinical Preceptor Bowman TG, Mazerolle SM, Dodge TM

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Student Perceptions of an Athletic Training Residential Living Community Bradney DA, Bowman TG

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Standardized Patient Encounters Improve Student Confidence toward Clinical Evaluations Jarriel AJ, Armstrong KJ

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Evaluating Critical Thinking and Learner Generated Content in Online Discussions Winterstein AP

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Improving Preceptor Behaviors Through Structured Observation and Pre/Post Clinical Conferencing Groh N, Gill D, Henning JM, Stevens S, Jamieson K

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Scholarship of Teaching and Learning

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The Effect of a Year-Long Post-Professional Curriculum on Evidence-Based Practice and Healthcare Outcomes Knowledge, Comfort, and Perceived Importance Valovich McLeod TC, McCarty CW, Parsons JT

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No More Pencils… No More Books… Rothbard M

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Utilizing Simulations to Teach Acute Care of Injuries and Illnesses Thrasher AB, Walker SE

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Professional Development Units- A Method to Increase Student Engagement and Foster Life-Long Learning Momsen KM, Joos ME

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Instructional Design Strategies to Manage Extraneous Cognitive Load Schilling JF

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Using the Clifton StrengthsQuest to Enhance First-Year Students’ Academic Skills Davlin-Pater CD, Jutte LS

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A Pedagogical Strategy to Assess and Enhance Athletic Training Student Confidence in Task Areas of the BOC Role Delineation Study Roiger TC, Zwart MB

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Involving Athletic Training Students in the Critical Appraisal of Best Clinical Practice Dolak KL, Laursen RM

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Performance Accuracy of Cardiopulmonary Resuscitation Techniques during Simulated Cardiac Arrest Vanic K, Hauth J, Goodbred A, Onia J, Stoltzfus J, Waninger K

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ATHLETIC TRAINING EDUCATION JOURNAL National Athletic Trainers’ Association www.nataej.org ISSN: 1947-380X

TABLE OF CONTENTS

Using Q-Methodology to Evaluate Students’ Perceptions of Their Clinical Education Exerpeince Fister CL, Richardson LA, Ramlo SE

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Using Evidence Based Practice Methods in a Team Classroom Approach Frye JL

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Developing Communication and Clinical Skills Via Simulations Integrated Throughout the Curriculum Popp JK, Hankemeier DA, Walker SE

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The Impact of Lesson Study on Faculty Development in Post-Secondary Education Schmies HA

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Simulation-Based Learning: Is This the Future of Athletic Training Education? Doherty-Restrepo JL, Odai ML, Hughes BJ, Pitney WA

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A Model for Developing Scholarly Advanced Practice Athletic Trainers in Post-Professional Education Programs Nasypany AM, Seegmiller JG

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Assessing Critical Thinking in the Didactic Setting: Applying the Holistic Critical Thinking Scoring Rubric to Athletic Training Education Mathieu DD

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Scholarship of Application

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Athletic Training Research as Translational Science: Transferring Research to Practice Lowry JE, Berry DC, Payne EK

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Addressing the Health Related Needs of College-Aged Music Performance Students Toy BJ, Parchman T, Owens DT

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Scholarship of Integration

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Gaining Nutritional Counseling Skills through Peer Interaction with Nutrition Dietetics Students Mickle AM, Miller MJ

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Disclaimer: The abstracts on these pages were prepared by the authors and are printed here without correction. The accuracy, nomenclature, form, and style all remain the responsibility of the authors. Athletic Training Education Journal | Volume 8 | Issue 1 (Supplement) | 2013 ATEC Abstracts

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ATHLETIC TRAINING EDUCATION JOURNAL National Athletic Trainers’ Association www.nataej.org ISSN: 1947-380X

LETTER FROM COMMITTEE CHAIR

Dear Athletic Training Educators, We are pleased to present this special issue of the Athletic Training Education Journal. The NATA Continuing Education Committee is excited to again partner with the Journal to publish the abstracts presented at the 2013 NATA Athletic Training Educators’ Conference (ATEC). The ATEC Committee is very excited that the theme of this year’s ATEC is Athletic Training Education: Model Practice and Future Directions. This conference is occurring during an exciting time in athletic training education as we have new accreditation standards, new educational competencies, and 14 recommendations in the Future Directions in Athletic Training document from the Executive Committee for Education. With this theme, we wanted to encourage educators who are engaging their students in an innovative manner and pushing the practice of athletic training education forward to submit for presentation. We encourage you to attend the general sessions and many of the twelve breakout sessions dedicated to this very important topic. The poster sessions presented at this ATEC include broad issues related to athletic training education. We continually aspire to improve and make the peer-review process transparent. Andy Winterstein, PhD, ATC lead the peer-review process along with 10 other reviewers. Each abstract underwent peer-review to ensure we maintain the high level of scholarship readers expect of the Athletic Training Education Journal. We appreciate the feedback we have received from authors, and suggestions are always welcomed on how to further improve the review process. I would like to acknowledge and thank Andy for his leadership as well as the following reviewers for their long hours and attention to detail during this review process: Robert C. Sipes, EdD, ATC, CSCS

Sarah Manspeaker, PhD, ATC

Paula Sammarone Turocy, EdD,ATC

Peter Koehneke, MS, ATC

Kimberly S. Peer, EdD, ATC

Bonnie Van Lunen, PhD, ATC

Stephanie Mazerolle, PhD, ATC

Kirk Armstrong, EdD, ATC

Blaine Long, PhD, ATC

Ashley Thrasher, MS, ATC, CSCS

I would also like to take this opportunity to extend a special thanks to Anita James, Knowledge Initiatives Manager for the NATA, and other members of the Meetings Department whose attention to detail and dedication has made coordinating this event an absolute pleasure. The members of the ATEC subcommittee, Mary Barnum, EdD, ATC; David Berry, PhD, ATC; Andy Winterstein, PhD, ATC; and Ray Castle, PhD, ATC, deserve a significant amount of credit for reviewing plenary, breakout session, and model practice proposals, and determining the overall content of the conference. Lastly, I wish to thank William Pitney, EdD, ATC, FNATA along with the editorial office of the Athletic Training Education Journal for making this issue possible.

Stacy Walker, PhD, ATC Continuing Education Committtee Chair, Athletic Training Educators’ Conference Subcommittee

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ATHLETIC TRAINING EDUCATION JOURNAL National Athletic Trainers’ Association www.nataej.org ISSN: 1947-380X

2013 ATEC: POSTER ABSTRACTS

Scholarship of Discovery Students Perceptions of Peer Video Assignment Moore M, Rochester JA Northern Michigan University, Marquette, MI Context: In current pedogological practices it is important to include technology as a means of incorporating practical applications for enhancing and developing clinical practice into the curriculum. Objective: To determine student’s perceptions of a peer video assignment and how time on task differed between a video assignment and a traditional written assignment. Design: Students in three courses that utilized a peer video assignment were asked nine questions regarding group work, enhanced learning, time on task, and were then asked to compare these assignments with traditional written assignments. Setting: Students in Athletic Training and Health classes compared a traditional written assignment of writing out answers to scenarios to video taping mock scenarios for clinical practice. Patients or other Participants: 85 students (18-47 mean 21.78+ 3.91) whose average enrollment was in their third year of school participated in this study. Males accounted for 27% of the participants (23). Data Collection and Analysis: Participants answered questions on a Likert scale 1-7 with 1-3 indicating disagreement (D), 4 indicating neutrality (N), and 5-7 indicating agreement (A). A t-test for time on task and a one-way ANOVA for gender differences were utilized. Results: A t-test comparing time on task revealed a significant difference ( p .001), but not the knee encounter (ICC = -0.163, P = .562). Additionally, reliability between AT faculty was high for both H and PE for each SP encounter (Concussion H ICC = 0.838, P = .001; Knee H ICC = 0.742, P > .001; Concussion PE ICC 0.578, P = .003; Knee PE ICC = .704, P = .019). Conclusions: Overall, the SPs provided a reliable assessment of the AT student’s clinical performance with regards to obtaining a patient history and completing a physical examination. High between faculty ICC measures provide additional reliability of the SPs assessment of student performance. Since ICC measures between instructors and SPs were not as high as between faculty instructors, we suggest that additional time be taken during initial and follow-up SP training on the checklists. Devoting additional time during SP training should increase the ICC measures between instructors and SPs. Key Words: Inter-rater reliability, reliability, Clinical education, Clinical assessment, Outcomes

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The Benefits of Serving as an Athletic Training Clinical Preceptor Bowman TG, *Mazerolle SM, †Dodge TM Lynchburg College, Lynchburg VA; *University of Connecticut, Storrs, CT; †Springfield College, Springfield, MA Context: Previous research has shown that role strain can develop in athletic training clinical preceptors making it difficult for them to meet the standards of supervising athletic training students (ATSs). Exploring the benefits to serving as a preceptor is important in order to secure appropriate professional role models for ATSs. Objective: To determine the benefits of serving as an athletic training clinical preceptor. Design: Qualitative study. Setting: Athletic Training Education Programs (ATEPs). Patients or Other Participants: Twenty-four preceptors (average age = 32 ± 7 years; 11 male, 13 female; average clinical experience = 9 ± 6 years; average preceptor experience = 5 ± 3 years) volunteered to participate in our study. Participants represented 7 Commission on Accreditation of Athletic Training Education accredited ATEPs from the east coast and found employment in intercollegiate athletics (N = 12) or in secondary schools (N = 12). Data Collection and Analysis: We asked participants to journal responses to open-ended questions through Question Pro™ online survey management. We analyzed data using a general inductive approach and secured credibility by utilizing consistency and stakeholder checks and through a peer review. Results: Three main themes emerged from the data. Preceptors enjoy the personal relationships they build with ATSs. We believe positive interactions between ATSs and preceptors can help socialize ATSs into the professional roles and responsibilities of an athletic trainer. Moreover, preceptors viewed the personal relationships they developed with ATSs as rewarding. The reciprocal learning which occurred while supervising ATSs allowed the preceptors to embrace the opportunity to gain new knowledge to improve patient care. The preceptors felt that ATSs helped them keep their minds and skills fresh by engaging in clinical questioning, discourse, and providing feedback. Several participants also noted that supervision advanced their clinical practice because of the new skills and knowledge required of ATSs and the methods which have evolved since the preceptors were educationally trained. The two-way exchange of knowledge helped the preceptors engage in lifelong learning and advanced the care their patients received. Finally, our participants enjoyed

teaching and mentoring the future members of the athletic training profession. The enjoyment our participants found from supervising ATSs is noteworthy as early integration into the clinical site can help give ATSs a sense of belonging and positively influence persistence. Enjoyment in teaching and mentoring also helped our preceptors manage role strain, a common challenge associated with the responsibilities of serving as a preceptor. Conclusions: Identifying, training, and retaining skilled preceptors is important for ATEPs in order to properly socialize ATSs to their future professional roles. Program directors should explain the benefits of supervising ATSs to prospective preceptors as a means to recruit and retain appropriate professional role models. Finding unique and attractive benefits for those serving as preceptors may help keep morale high and aid in providing a positive environment to foster student learning. Future investigations should continue to investigate the experiences of preceptors in order to keep them invested in mentoring ATSs. Key Words: Clinical instructor, mentor, clinical education Student Perceptions of an Athletic Training Residential Living Community Bradney DA, Bowman TG Lynchburg College, Lynchburg, VA Context: Many college and universities are implementing new initiatives to retain students based on both academic and social components. Student retention is important to athletic training education programs (ATEPs) as students have more programs from which to choose. One initiative used to improve student retention is a residential living community (RLC) devoted to a certain content area. To date, limited data exists on the use of a RLC in athletic training education. Objective: To understand the perceptions of athletic training students involved in a residential living community. Design: Qualitative study Setting: Athletic training education program at a liberal arts institution. Students complete one semester of coursework and clinical observation during the preprofessional phase before applying to the professional phase of the ATEP during the spring semester of the first year. The RLC was composed of first semester students interested in applying to the ATEP who all lived in one floor of a residence hall. The resident assistant for the hall was a third-year athletic training student.

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Patients or Other Participants: Ten students (8 females, 2 males; average age = 19.50 ± 0.97 years) who participated in the RLC during their first semester in college volunteered to participate. All of the participants gained admittance into the ATEP during the subsequent spring semester. Data Collection and Analysis: We used Question Pro™ to complete in-depth online interviews by having the participants journal their responses to open-ended questions. We used grounded theory to uncover the dominant themes utilizing open, axial, and selective coding. We negotiated over the coding scheme, completed member checks, and performed a peer review to establish trustworthiness of the results. Results: The overall theme of our data pertained to the supportive nature of the RLC allowing for early socialization of students interested in applying to the ATEP. Specifically, we uncovered three sub-themes explaining the effects of the RLC. The participants found study opportunities common due to the fact that they lived in close proximity to peers in the same classes. The interactions our participants had with their peers assisted in their integration into the institution and ATEP both academically and socially. Our participants felt that the RLC provided a supportive environment by fostering a network with classmates going through similar challenges. Students also enjoyed early socialization by having a resident assistant who was a third-year athletic training student. The final theme emerged from the unintended consequences of the RLC. Finding a quiet area in which to study became difficult and students often had trouble making personal connections outside of athletic training. Conclusions: The RLC helped first year preprofessional athletic training students find success by fostering relationships and providing early socialization to the demands of the ATEP. Our participants found success in the ATEP due to the relationships they built with their classmates. Some negative aspects did occur; however, these can be remedied by having quiet study spaces available and providing students with sufficient time outside of athletic training to pursue extracurricular endeavors. Key Words: Socialization, life-balance, student integration.

Standardized Patient Encounters Improve Student Confidence toward Clinical Evaluations Jarriel AJ, Armstrong KJ Georgia College & State University, Milledgeville, GA Context: Researchers in athletic training (AT) have reported that interacting with standardized patients (SPs) are a worthwhile and realistic experience for students. These encounters enhance student’s interviewing skills, overall confidence as a future clinician, clinical skill development, and interpersonal communication. As educators, we strive to provide learning opportunities that foster knowledge acquisition and skill development. Written examinations and clinical evaluations do not always mimic the patient care environment, therefore students are unlikely to gain confidence for patient interactions. Objective: To determine if two SP encounters (concussion evaluation, knee evaluation) improve student’s confidence in performing future clinical evaluations. Design: Pre-Test, Post-Test Survey Design. Setting: Athletic Training Laboratory Setting, Simulation Lab. Patients of Other Participants: 31 students from the junior (n=15) and senior (n=16) AT cohorts from a public liberal arts institution in the Southeast completed SP encounters relevant to their progression through the curriculum, knee injury and concussion respectively. Data Collection & Analysis: Each student completed a 17 item Likert scale (1=Strongly Disagree; 5=Strongly Agree) confidence rating immediately prior to and following the SP encounter. The confidence rating was used to asses student’s confidence with regards to how the SP encounter impacted confidence for completing future patient evaluations (e.g., identifying history questions, selecting appropriate special tests, interpreting results of special tests, formulating a treatment plan). Descriptive statistics were computed for all survey items, and Mann-Whitney U tests were computed to determine differences in pre-encounter and post-encounter confidence ratings for each of the survey items. Results: Overall, students from both cohorts reported that the SP encounter improved their confidence in completing future clinical evaluations. A Mann-Whitney U determined that junior students reported that the knee encounter improved confidence in future evaluations most with regards to generating follow-up questions to the patient’s response (U = 105.0, P = 0.15) and providing appropriate patient education (U = 65.5, P =

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0.32). In addition, a Mann-Whitney U revealed that senior students reported that the concussion encounter improved their confidence in future evaluations most with regards to identifying what questions to ask to obtain a patient history (U = 77.5, P = .03) and evaluating the patient holistically (U = 74.5, P = .029). Conclusions: The authenticity and fidelity of the SP provided a real-time clinical evaluation in a nonthreatening environment. Students reported that their confidence improved after each encounter, of most importance were the ability to generate follow-up questions and evaluating the patient holistically. By providing these educational experiences, students can become comfortable interacting with patients in future clinical evaluations. Key Words: Confidence, clinical education, didactic education, Outcomes

Evaluating Critical Thinking and Learner Generated Content in Online Discussions Winterstein AP University of Wisconsin – Madison Context: Online discussion tools are commonly used as adjuncts to classroom and clinical learning in athletic training education programs. Online discussions allow for asynchronous peer to peer interactions that let students reflect on clinical experiences, share ideas, and problem solve. Use of these tools has outpaced our understanding of best practices for how they can promote higher order thinking. Recent research has focused on the effectiveness of online discussions and their influence on learning; little research is available on the use of these tools in the health sciences. Garrison’s fourstage critical thinking model has identified critical thinking skills specific to online discussions. The model includes four cognitive processes: triggering (posing a problem), exploration (searching for information), integration (application), and solutions (critical assessment of a resolution). Objective: The purpose of this study was to evaluate critical thinking in a series of online discussions generated by athletic training students. Design: Observational content analysis. Setting: Two capstone clinical courses within a CAATE accredited entrylevel athletic training education program. Participants: 33 athletic training students (22 female and 11 males). Data Collection: Students were required to post three cases from their field experiences (intercollegiate and

secondary school settings) and participate in a threaded online discussion based on the responses of their classmates. All names and clinical identifiers were removed in preparation for analysis. Analysis: 70 online discussions comprising 643 total postings over a four semester period were classified by discussion type and coded using established indicators and examples of the Garrison fourstage model. The coding was done by two members of the research team. Any disagreement on coding was reviewed by the principal investigator and a consensus reached. Coding was completed by identifying units of meaning rather than attempting to classify an entire post; individual postings could be coded with multiple indicators and examples. Frequencies for each stage of the critical thinking model were calculated for the entire data set. A 2 x 4 Chi squared analysis was performed to explore differences between the intercollegiate and secondary school settings. Results: A total of 1098 indicators were coded from 643 individual postings. Exploration accounted for 44.2% of the analysis (n=485). 23.9% (n=262) of the items coded were triggering processes, 21.5% (n=236) of the total coding represented integration processes, and 10.5% (n=115) of the items coded were solution recommendations. Chi square analysis comparing the secondary school setting (n=435) to the intercollegiate setting (n=663) showed greater amounts of integration in the high school discussions (X2= 21.7, d.f.=3. P