Professional Involvement: Requirements as Students and Trends after Certification

• Published in: Athletic training education journal Vol. 9; no. 1; pp. 12 - 21
• Main Authors: Lancaster, Jennifer N, Myers, Bettye, Nichols, David L, Webb, Kerry S
• Format: Journal Article
• Language: English
• Published: National Athletic Trainers' Association 01.05.2014
• Subjects: Allied Health Occupations Education; Athletic Coaches; Degree Requirements; Graduate Surveys; Group Membership; McNemar Test of Equality of Correlated Proportion; Mentors; Online Surveys; Physical Education Teachers; Prior Learning; Service Learning; Student Participation; Teacher Attitudes; Teacher Certification; Teacher Participation; Trainers; Trend Analysis
• ISSN: 1947-380X; 1947-380X
• DOI: 10.4085/090112

Context: The field of athletic training needs young engaged professionals for continued progress in allied health care. Academic and clinical requirements during the entry-level education could potentially impact the decisions and directions these students choose to pursue as young professionals. Objective: To determine the difference in professional involvement of athletic trainers (ATs) based upon their participation in professional activities while completing their entry-level athletic training program (ATP). Design: Online surveys to determine ATP requirements of students and to determine the involvement of ATs in 5 professional activities after their certification by the Board of Certification. Perception questions were also included. Patients or Other Participants: Included 120 ATs from across the United States. All AT participants graduated within the 2004-2005 academic year and obtained certification in 2005. Data Collection and Analysis: Online surveys were administered through PsychData. The McNemar test was used to determine changes in participation levels of participants as students and as professionals. Frequency of yes/no responses was used to present perceptions, and participants' comments were included in the discussion section. Results: Student participation in community service, mentoring other students, and submitting presentation proposals did influence participation in these activities as a professional. However, professional involvement was not influenced by student membership in organizations, research, or mentoring by a health care professional. Conclusions: Participation in some professional activities as students should be encouraged or required in order to promote continued participation in these activities when the students become athletic training professionals.