The Effect of Problem-Based Learning as a Tutoring Intervention in Athletic Training Education PDF Download

Author: Darrell Jon Gililland
Publisher:
ISBN:
Category :
Languages : en
Pages :

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The purpose of this study was to explore the effects of problem-based learning (PBL) as a tutoring intervention in narrowing the theory application gap within the treatment and rehabilitation domain of Regional Universities athletic training education program (ATE). Research indicates there are theory application gaps between didactic and practical applications in nursing, physical therapy, athletic training, and teacher education programs. This theory application gap exists when a transfer of knowledge breakdown occurs in the classroom and clinical practice integration. Students at Regional University in Texas have scored well below the national average in the treatment and rehabilitation domain of the Board of Certification, Inc. national certification examination. Athletic students within the RU ATE volunteered for participation in the study and provided the sample of convenience (N=15). The sample size consisted of student cohorts from each academic level within the ATE: Level-I (N=5), Level-II (N=5), and Level-III (N=5). Students participated in the study for five-weeks during the spring of 2013. Students received an orientation to PBL during the first week followed by the PBL tutoring intervention in the subsequent weeks. This study utilized a convergent parallel mixed methods design as the methodological framework. The Elizondo-Montemayor Criterion Reference (EMCR) self-assessment for PBL was utilized as the pre and posttest quantitative tool. Descriptive analysis was performed on the EMCR followed by the Kruskal-Wallis statistical analysis to and a post-hoc Mann-Whitney U analysis. Qualitative data was collected using the transcripts from focus groups and student reflection journals. A constant comparative method of analysis was used to review data from the focus groups and reflection journals. The EMCR self-assessment PBL objectives guided the thematic coding process. Through the constant comparative method of analysis, sub-themes emerged in both the focus groups and reflection journals. The results of the study indicate a statistical significance in the pre-posttest in the PBL objects of application of knowledge, clinical reasoning, and self-directed learning. However, the average self-directed learning EMCR score rated the academic levels as "poor". Qualitative results corroborate the self-directed learning quantitative findings, students also perceived the theory application gap within ATE as one that hinders learning. The electronic version of this dissertation is accessible from http://hdl.handle.net/1969.1/155381

Author: Raúl Fernández-Calienes
Publisher: Cambridge Scholars Publishing
ISBN: 1527594165
Category : Sports & Recreation
Languages : en
Pages : 370

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This volume brings together valuable and innovative research in several areas of sports, including coaching, collegiate sports, sports careers, sport psychology, and sports media and professionalism. Written by a variety of distinguished researchers and scholars, as well as accomplished coaches and athletes from around the world, this book informs sports theory and sports practice. It provides readers with historical perspectives and contemporary analyses of sports management and participation, as well as unique insights into several sports through national and international case studies. The volume offers concepts and data that have applications in such disciplines as business and management, career development, communications, cultural studies, exercise science, kinesiology, law and governance, marketing and branding, media, medicine and physiology, mental health and psychology, sociology, and technology. It will inform readers as they draw insights to develop best practices in a variety of sports.

Author: Erika A. Goodwin
Publisher:
ISBN: 9780542787867
Category :
Languages : en
Pages : 102

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Book Description
As the trend to implement Problem Based Learning (PBL) in athletic training education programs (ATEP) continues, research should address what variables influence students' attitudes toward this instructional strategy. the purpose of this study was to investigate how gender and class standing/age of athletic training students influence their attitude of a PBL module. Students from one Midwestern accredited ATEP, with no prior PBL experience, were surveyed following an emergency care PBL module. Institutional Review Board approval was obtained. the instrumentation was a previously published sixteen-statement questionnaire, the Problem Based Learning Attitudes Questionnaire (PBLAQ), utilizing a five-point Likert scale (1= strongly agree, 5 = strongly disagree). the PBLAQ had two subcomponents: perceived learning value from the PBL module and group dynamics. It also contained a qualitative open-ended question on likes and dislikes of the experience. the PBLAQ has shown a reasonable internal consistency (Cronbach's alpha = 0.72). the participants (n=46) included eight seniors (4 males, 4 females), 10 juniors (5 males, 5 females), eight sophomores (2 males, 6 females), 20 freshman (10 males, 10 females); mean age of 20. Descriptive statistics (frequencies, means and standard deviations) were computed using SPSS. Independent t tests and one-way ANOVAs were used to determine level of significance with an alpha level value of 0.05. Post hoc analyses (Tukey's test) were also performed. Overall mean attitude scores (M= 61.39+/-5.38) showed that students had positive attitudes toward PBL. There was a significant difference (p=.009) between students of different class standings (age) in their attitudes toward PBL. Upperclassmen had a more positive attitude (M=65.30+/-3.16) of PBL than did underclassmen (M=59.15+/-5.23). Males had higher means for working in groups and group dynamics, and females had higher means for the value of learning in PBL. This reflects a trend in attitude differences between males and females. Three predominant qualitative themes emerged: PBL enhanced critical thinking/reasoning and problem solving, self-directed learning was better for retention, and students enjoyed working in groups and the group dynamics experience. A clear effect of class standing/age/maturity on student attitudes of PBL is evident. These factors should be considered when PBL is engaged in the classroom.

Author: Todd A. McLoda
Publisher:
ISBN:
Category : Athletic trainers
Languages : en
Pages : 376

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Author: Kerri-Ann Catlaw
Publisher:
ISBN:
Category : Athletic trainers
Languages : en
Pages : 242

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Author: Stacey L. Buser
Publisher:
ISBN:
Category : College students
Languages : en
Pages : 117

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Book Description
Athletic training requires critical thinking and problem solving skills for excellence in practice. It is necessary for students to learn, practice, and become confident in using a systematic and orderly process for differential diagnoses in patients with multiple medical conditions and co-morbidities. The purpose of this study was to reveal athletic training students' perceptions of critical thinking skills as they relate to problem based learning in a General Medical Aspects course. The researcher used problem-based learning and simulation to teach critical thinking and problem-solving skills. The study used several methods of data collection to capture the thoughts, feelings, experiences, and opinions of athletic training students regarding the use of problem-based learning. A case study design was employed to capture a snapshot into the General Medical Aspects course. The data consisted of surveys, reflection papers, and interviews to discern their thoughts and feelings of the PBL experience. There were two groups of 12 athletic training students identified for the reflection papers. The AT students represented several classes some with previous PBL experience and some with No previous PBL experience. The interviews consisted of six AT students selected from a convenience sample, who answered questions based on their PBL experience. The results revealed that the non- experienced PBL group had no opinion of their previous PBL experience, and the majority said that they believed PBL would provide them additional skills. In the experienced PBL group, the majority had no opinion of their previous PBL experience, but 11 out of 12 believed that PBL would provide them with additional skills. The reflection paper data yielded the following themes. The experienced PBL group discussed two themes, one centered on communication, teamwork and assigning responsibilities for tasks and the other theme was regarding thinking and working in a systematic fashion. The non-experienced PBL group displayed three themes. The first theme was about PBL helping them to understand the clinical process. The second theme centered on the use of cognition and the thought process during the PBL scenario, and the final theme related to AT students realizing they were using teamwork and learning from their classmates. Four broad themes which were revealed during the interview sessions were positioned around the AT students thoughts and feelings about the PBL experience, the process the students used during the PBL session, the skills they acquired, and the thinking process used during the PBL activities. In conclusion, students reported that the enjoyed the process, felt they were thinking differently (outside the box), they used communication and teamwork to arrive at a differential diagnosis, and they gained confidence and felt they stepped up as leaders during the PBL activities.

Author: Sarah M. Cook
Publisher:
ISBN:
Category :
Languages : en
Pages : 273

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ABSTRACT: While athletic trainers (ATs) need to be competent in the psychological components related to injury, most are uncomfortable with some applications of sport psychology. The purpose of the study was to examine the impact of an Self Determination Theory-based educational intervention in sport psychology with athletic training students (ATSs). Data were collected through observations and interviews among an experimental and control group before and after the intervention. Three themes emerged from the data: sport psychology in athletic training, AT-patient relationship, and patient autonomy. Perceptions of sport psychology in athletic training and knowledge of sport psychology emerged from the first theme. Personal relationship and professional relationship were the two categories which emerged from the second theme and providing choice and education of patient emerged from the final theme. The educational intervention using SDT with ATSs would be feasible to incorporate into existing athletic training curricula, enhances perceptions on sport psychology of ATSs, and positively influences sport psychology behaviors exhibited by ATSs in practice.

Author: Kimberly B. Isaac
Publisher:
ISBN:
Category : Diabetes
Languages : en
Pages : 0

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Context: Confidence or self-efficacy may be linked to critical thinking, increased knowledge, and the ability to effectively manage high-stress clinical situations. Therefore, it is crucial to better understand how the utilization of clinical case scenarios within a case-based teaching method may affect learner confidence through experiential learning. Objective: It was three fold: 1) to examine the effects of using clinical case scenarios within case-based learning on the confidence level of pre-professional novice athletic training students in the management of a diabetic emergency, 2) determine the effects of case-based learning on knowledge acquisition, 3) to explore learners' perceptions on the use and benefits of case-based learning and how this teaching technique influenced their confidence. Design: A two-phase, sequential explanatory mixed methods design was used in this study. Phase I included experimental methods and involved a pre-test, post-test. Phase II involved qualitative methods using interview procedures. Setting: The participants were undergraduate novice athletic training students (ATS') in four CAATE accredited athletic training programs, located in the Midwest United States. Participants: 93 athletic training students ages 20 plus or minus 2 years participated in this sequential explanatory mixed methods study, 47 in the control groups, 46 in the intervention group. 18 of those participants in the intervention group were interviewed. Intervention: Both the control and intervention groups were present for the same traditional teaching method that consisted of a PowerPoint-facilitated lecture on diabetic emergency provided by the same instructor. Those students selected in the intervention group received one, single case-based scenario for the educational experience. Main Outcome Measures: Confidence levels measured through C Scale, knowledge through scored knowledge quiz and qualitative interviews for students' perspectives of educational method. Results: To achieve research purpose 1, a paired sample t-test was performed to compare the confidence scale taken after the PowerPoint lecture to the confidence scale taken after the intervention. Although the total sample for the intervention group was n=46, some of the data were removed for this analysis because of researcher error. The Pre-C-Scale was omitted at one institution. Therefore, the participant number for this within-group analysis was n=21. There was a significant difference in the scores for the pre C Scale and Post C Scale. An Independent t-test was conducted to compare the control group confidence scale versus the Intervention group confidence scale. There was a significant difference in the scores for the control group pre C Scale and intervention group post C Scale. To Achieve research purpose 2, an independent t-test was conducted to compare quiz scores for the control group and intervention group knowledge quiz. There was no significant difference in the scores for the control group and intervention group. The overall qualitative findings were that the students found the intervention to be beneficial in increasing knowledge, increasing confidence, facilitating student engagement, and connecting theory to practice. Conclusion: Athletic training education programs are where future clinicians are developed. In order for the profession to thrive and continue in the current direction, educators must help develop competent and knowledgeable clinicians. Therefore, it is critical that athletic training students transfer knowledge from the classroom to the clinical setting, engage with the content in a way that expands their knowledge, and have confidence in their clinical practice. Case-based scenarios integrated into curriculums is possibly to enhance student learning.

Author: John S. Wodarski
Publisher: Springer Nature
ISBN: 3030284875
Category : Psychology
Languages : en
Pages : 297

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This unique volume demonstrates the effectiveness of applying an evidence-based practice process to the solution of selected social problems. It focuses on social work interventions addressing family, community, and societal factors. Research indicates that reinforcement for positive behavior at the group, organizational, and community levels, as opposed to interventions focusing on the individual, are more likely to result in meaningful improvement in well-being. Chapters address issues such as child maltreatment, educationally disadvantaged children, violence in schools, adolescent sexuality, substance abuse, crime, urban decline and homelessness, unemployment, marital conflict, and chronic medical problems. Empirically Based Interventions Targeting Social Problems is a relevant resource for practitioners and counseling professionals whose work involves interventions with children and families as well as communities. It also is a useful text for graduate students in social work as well as students preparing for other helping professions including psychology, sociology, marital and family counseling, and child development.

Author: Michelle Marie Lesperance
Publisher:
ISBN:
Category : Athletic trainers
Languages : en
Pages : 219

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Book Description
"Athletic training educators are charged with developing effective pedagogical techniques to ensure students are skillful at critical thinking and clinical problem solving. The purpose of this research was to determine the effects of problem based learning on students' critical thinking (CT) skills and disposition., the relationship between these two constructs, whether disposition predicts skill, as well as students' perceptions of PBL. Two educational methodologies were implemented to assess the effect of PBL on critical thinking (CT) disposition and skill. Thirty-three Kinesiology students participated in this study that included two experimental groups [traditional learning (n=10) and problem-based learning (n=11) sections of ATH 1100 Prevention and Care of Emergencies and Athletic Injuries] and one control group (n=11). Critical thinking dispositions were measured by the California Critical Thinking Disposition Inventory (CCTDI) and critical thinking skills were measured by the California Critical Thinking Skills Test (CCTST). Differences in CT disposition and skill were examined between groups at the beginning, midpoint and conclusion of the semester. Separate repeated measures ANOVAs evaluated groups across time on the CCTDI and CCTST. Results on CCTDI showed that there was a significant group effect (F(2,29) =3.443, p=.046) and group x time interaction (F(4,58) = 4.620, p=.003). There was no significant difference across time for any group (p=.871). Post hoc analyses using main effects testing revealed significant differences between groups at pre test (p=.007) and mid test (p=.044) but not at post test (p=.270) while the TL and control group scores remained unchanged over time. Results also showed that PBL did not have an effect on Critical Thinking Skill as measured by the CCTST. There was no significant differences between groups (F (2,29) = .380, p=.687), across time (F(2,29) =1.674, p=.196) or between groups across time (F(4,58) = 1.061, p=.384) on the CCTST. Students in the TL group scored higher on the third written exam (p=.007) (the only exam administered after implementation of PBL) than the PBL group, but there was no significant difference between groups on the final lab practical (p=.392). CT disposition did not predict CT skill at pre test (R2=.001, p=.855) or post test (R2=.014, p=.518), and there were no correlations found between age, grade level, GPA or SAT scores. However, when an outlier GPA was removed, there was a significant positive correlation between CCTDI and GPA. (r=.131). Survey data showed a significant difference between groups in problem solving ability and ability to defend positions. Students in the PBL group self reported that they enjoyed the opportunity to learn on their own, and reported that PBL not only motivated them to learn but also improved their attitude towards learning. Their perceptions of their ability to search for accurate information also improved. The instructor made several observations regarding the learning environment, including the enhancement of students' motivation to learn and their ability to seek out evidence based research. Although there was no statistically significant improvement with PBL, the instructor's observations of students' motivation to learn supports the notion that it can be used as a viable alternative to traditional lecture."--Abstract from author supplied metadata.