













































MANUSCRIPT TYPE


ABSTRACT PRESENTATION 

 

1 
Copyright © by Indiana State University                                                                                Clinical Practice in Athletic Training  
All rights reserved. ISSN Online 2577-8188                                                                             Volume 7 – Issue 1s March 2024 
 

Association for Athletic Training Education (AATE) Abstract 
Presentations  
 

The following abstracts were accepted and presented at the inaugural Association for Athletic Training Education 
Symposium February 29 – March 2, 2024.  
 

 
Digital Health Care: Time for a New Standard? 
Winkelmann ZK: University of South Carolina, Columbia, SC 

Introduction: The rapid influx of digitalization in healthcare has presented opportunities for innovative 
engagement, delivery, and outcomes for patient care. However, it also presents with several barriers and 
challenges that require teaching and learning opportunities to prepare future athletic trainers for these tasks. 
Currently, the CAATE curricular content standards integrate digital health care through Standard 64 on 
health informatics and Standard 87 on biometrics. However, the art and science of digital healthcare are 
expansive, including various skills such as digital literacy, computer skills, online communication, and privacy 
and security standards. Methods: The presentation will provide an overview of current digital healthcare 
trends through artificial intelligence, machine learning, augmented reality, mHealth, eHealth, telehealth, 
precision genomics, wearables, sensors, and electronic health records. After discussing these options, an 
overview of digital competencies will be presented to explore if and how programs prepare learners to 
engage in the digital healthcare environment. Expected Outcomes: The expected outcomes include a 
retrospective analysis of how healthcare started, how it is currently going, and emerging trends relative to 
digital healthcare. Next, the outcomes will explore integrating specific didactic learning opportunities, clinical 
education experiences in digital healthcare environments, and assessment of competence related to digital 
skills and tasks in peer healthcare professions and athletic training. Translation to Practice: Overall, there 
needs to be an exploration of the knowledge and skills to implement digital healthcare in athletic training. 
With the rise in opportunities for patient care, it is essential that we prepare athletic training students for 
jobs that may not exist yet or tasks in their jobs that have yet to be present. In order to continue driving 
athletic training education, a new standard specific to digital healthcare should be proposed to capture the 
complex competencies related to integrating digital options for patient care.  



ABSTRACT PRESENTATION 
 

 

2 
Copyright © by Indiana State University                                                                                Clinical Practice in Athletic Training  
All rights reserved. ISSN Online 2577-8188                                                                             Volume 7 – Issue 1s March 2024 

Burnout in Athletic Training: Measured by Survey in Most Common Settings for Athletic Trainers  
Johnson Krug R, Sand N, Brooks S, Smith T: University of Mary, Bismarck, ND 
 
Introduction: Burnout is a common problem in athletic training, affecting both athletic trainers (ATs) and the 
athletes they serve. Athletic trainers are responsible for the prevention, diagnosis, and treatment of sports-
related injuries. Long work hours, often including evenings and weekends, as well as frequently under 
pressure to meet the demands of athletes, coaches, and parents. Athletic trainers face numerous stressors 
that contribute to burnout. These stressors may include heavy workloads, lack of control over their schedules, 
time pressures, and pressure to produce positive outcomes. Athletic trainers may also experience emotional 
and physical exhaustion, depersonalization, and a reduced sense of personal accomplishment, all of which 
are common symptoms of burnout. Burnout can have negative consequences for both ATs and athletes. For 
ATs, burnout can lead to decreased job satisfaction, decreased quality of care provided to athletes, and 
increased turnover rates. This can have a detrimental impact on the overall effectiveness of the athletic 
training field. For athletes, the effects of their AT experiencing burnout can include decreased performance, 
increased risk of injury, and decreased psychological well-being. Other healthcare professionals, such as 
physical therapists, nurses, and doctors, have examined burnout. Athletic trainers can be overlooked due to 
the amount of burnout that may be present throughout the profession. The purpose of this study was to 
investigate what setting burnout, measured by the Copenhagen Burnout Inventory (CBI), was most common in 
ATs. The CBI is used to measure burnout in three subdomains which include personal, work, and client burnout. 
The core of the CBI looks at burnout through fatigue and exhaustion. The CBI score range start at moderate 
burnout with scores ranging from 50-74, high burnout rate consists of scores that range from 75-99, and 
severe burnout consists of scores higher than 100. Methods: Athletic trainers were sent an email through the 
NATA directory as well as other ATs known to the researchers. Participants in this study were practicing ATs 
in clinical, collegiate, high school, industrial, military, professional sports, physician practice, extreme sports, 
youth sports, occupational, and managers. The participants had no age or setting restrictions in order to 
complete the survey. A consent form was sent along with the survey outlining the potential risks involved in 
the survey. The survey included the CBI as well as demographic questions. Results: There were a total of 57 
surveys that were viable to use for data collection. There were 33% of the participants identified as male 
and 67% were female. Most of the participants, 74%, did not have children. About half of the participants, 
51%, were married. The settings with scores below 50 consist of the manager position at 49 demonstrating 
low burnout. The settings that have scores in the range of 50-74 reflecting moderate burnout consist of 
clinical, college, secondary, physician office, youth sports, military, and industrial with scores ranging from 
51-69. The settings that have scores in the range of 75-99 reflecting high burnout consist of extreme sports 
and professional with scores ranging from 76-77.5. Translation to Practice: The participants who completed 
this survey reflected high burnout in two settings, professional and extreme sports. Those working in these 
professions should reflect on their practices and schedules to be mindful of burnout. Most settings have 
moderate burnout. As a practicing AT it is best to know, understand, and find strategies to avoid burnout. 
Knowledge of burnout is valuable not only to ATs but also to employers. Recognition of the importance of 
this is most important in helping prevent burnout from occurring.  
  



ABSTRACT PRESENTATION 
 

 

3 
Copyright © by Indiana State University                                                                                Clinical Practice in Athletic Training  
All rights reserved. ISSN Online 2577-8188                                                                             Volume 7 – Issue 1s March 2024 

Educational Outcomes of the DAT: A Document Review and Thematic Analysis 
Orr SH, Eberman LE, Rivera MJ: Indiana State University, Terre Haute, IN 
 
Context: The transition in athletic training education allows for unique and new opportunities in 
postprofessional education. The Doctor of Athletic Training (DAT) degree is one of the postprofessional 
education pathways that could provide athletic trainers advancement in clinical practice, practice leadership, 
and scholarship. However, there is no data on the educational outcomes of DAT programs and what 
graduates should expect from their experiences. The aim of this study was to explore whether DAT programs 
are delivering curricula consistent with the development of clinical scholars with advanced knowledge and 
skills that are needed for high-level patient care and literature relative to DAT programs and their publicly 
stated educational outcomes. Methods: We used a qualitative design document review to explore DAT 
program websites. The primary investigator collected the relevant data from each of the program websites 
and recorded the data into a custom spreadsheet. We used a combination of deductive and inductive coding. 
The professional definition and previous literature established the overarching themes: Advanced Practice 
Leadership, Advance Clinical Practice, Scholarship, and Individual Programmatic Uniqueness. A two-member 
analysis team used indictive coding of program outcome data to identify the sub-themes. Researcher 
reflexivity, triangulation, and auditing were used to ensure trustworthiness and accuracy. Results: A total of 
eight DAT programs actively enrolling students with publicly available websites were included (Table 1; 
Figure 1). Every program (n=8, 100%) claimed to engage students in each of the following thematic areas: 
Advanced Practice Leadership, Advance Clinical Practice, Scholarship, and Individual Programmatic 
Uniqueness. In the theme of advanced practice leadership, sub-themes organizational, educational, and 
practice-based leadership were identified among the areas where programs claimed to prepare the DAT 
student for different roles. Of the eight programs, 38% (n=3) listed outcomes related to organizational 
leadership, 50% (n=4) noted practice leadership, and 75% (n=6) noted learning outcomes related to 
educational leadership. The advanced clinical practice theme was comprised of sub-themes about advancing 
the DAT student’s skills in providing patient-centered care (n=2, 25%), evidence-based practice (n=7, 88%), 
intervention (n=4, 50%), and evaluation (n=3, 38%). The scholarship theme indicated that programs 
required DAT students to engage in traditional research (n=2, 25%) and practice-based research (n=7, 
88%); one program requires no scholarship in the development of a DAT credential holder. Programs noted 
six different areas of programmatic uniqueness; however, overlap existed whereby 50% of the programs 
deliver curricula in manual therapy, 50% (n=4), 25% in business (n=2), and 25% in concussion recognition 
and care (n=2). Areas of true uniqueness, where only one program had a focus in that area were integrative 
health, sports performance, and neuromechanics. There was no consistency in how programs communicated 
through their websites and how they were measuring or meeting their outcomes. Translation to Practice: All 
eight program websites noted program content related to Advanced Practice Leadership, Advance Clinical 
Practice, Scholarship, and Individual Programmatic Uniqueness, suggesting alignment with the professional 
definition and previous literature. Through the review, there is a lack of clarity on what “role” programs 
believed a graduate from their program would play in athletic training (e.g., educator, practice leader, 
clinician). As applicants of DAT programs become more and more savvy, there will likely be an increased 
expectation to demonstrate how programs are meeting their stated goals with publicly available outcomes 
data, which is consistent with best practices for regionally accredited and specialty accredited programs.   

  



ABSTRACT PRESENTATION 
 

 

4 
Copyright © by Indiana State University                                                                                Clinical Practice in Athletic Training  
All rights reserved. ISSN Online 2577-8188                                                                             Volume 7 – Issue 1s March 2024 

Table 1. Program Characteristics 

 

 

  

Characteristics Percentage Frequency 
Enrollment Status  
  Full-time status 50% 4 
  Part-time status 25% 2 
  Unspecified  50% 4 
Graduate Assistantship Positions Available 
  Yes 25% 2 
  No 0% 0 
  Unspecified  75% 6 
Accreditation Status 
  Specialty Accreditation    
 Commission on Accreditation of Athletic Training Education (CAATE) 13% 1 
  Regional Accreditation    
 Commission on Colleges of the Southern Association of Colleges and Schools (SACs) 25% 2 
  Higher Learning Commission (HLC) 37% 3 
 Middle States Commission on Higher Education (MSCHE) 25% 2 
 Northwest Commission on Colleges and Universities 13% 1 
Average Tuition Costs (Total) 
  In-state  

 
$ 32,629 

  Out-of-state 
 

$ 35,281 
Average Credits (Total) 
  Credits 

 
54 

Program Length (months)     
  23 13% 1 
  24 63% 5 
  36 25% 2 
Program Type 
  Cohort Model 75% 6 
  Individualized Model 25% 2 
Delivery Mechanism 
  Predominantly online 75% 6 
  Predominantly in person 25% 2 

 $-
 $5,000

 $10,000
 $15,000
 $20,000
 $25,000
 $30,000
 $35,000
 $40,000
 $45,000
 $50,000

Average
cost

Program 1 Program 2 Program 3 Program 4 Program 5 Program 6 Program 7 Program 8

Cost of Tuition

Tuition Costs In State Tuition Costs Out of StateFigure 1. Tuition Cost per Program 



ABSTRACT PRESENTATION 
 

 

5 
Copyright © by Indiana State University                                                                                Clinical Practice in Athletic Training  
All rights reserved. ISSN Online 2577-8188                                                                             Volume 7 – Issue 1s March 2024 

Master’s-Level Professional Athletic Training Program Admissions Data: Does It Matter If Your 
Institution Is Public or Private? 
Cavallario JM*, Starkey C†, Welch Bacon CE‡: *Old Dominion University, Norfolk, VA; †Ohio University, 
Athens, OH; ‡A.T. Still University, Mesa, AZ 
 
Introduction: Recently, there has been speculation that the transition to a master’s degree for entry into the 
athletic training profession has resulted in a shortage of athletic trainers (ATs) relative to the number of jobs 
available. The Board of Certification has announced that the total number of credentialed ATs has not 
decreased, yet athletic training programs consistently report challenges in recruiting athletic training students 
to their programs. Data provided by the CAATE from annual reports is typically two years old once it is 
made publicly available. Program and institutional administrators need access to real-time data to make 
decisions regarding program continuation and enrollment targets. The purpose of this study was to examine 
enrollment data of professional graduate athletic training programs for the classes of 2024 and 2025. 
Methods: We employed a cross-sectional online survey to capture current athletic training student enrollment 
in CAATE-accredited graduate professional athletic training programs. Program director contact information 
was obtained from the CAATE and 260 graduate program administrators were emailed. We collected the 
number of students enrolled in the class of 1a) 2024, and 1b) 2025, 2) length of time the program has been 
at the graduate level, 3) whether an accelerated track (e.g., 3+2) existed, and 4) enrollment 
characterization (i.e., stable, unstable, increase, decreasing, too early to tell). Of the 260 programs 
contacted, 20 were removed due to not having a cohort enrolled or being in their last year of offering the 
program. We received data from 207 (86.3%) of the remaining programs and determined each institution’s 
funding classification (public, private). Descriptive statistics were used to characterize the data, an odds ratio 
was calculated to determine whether public or private institutions were more likely to have an accelerated 
program, and independent samples t-tests were performed to compare enrollment across public and private 
institutions with and without accelerated tracks. Results: Public institution programs (PUI) represented 66% 
(N=136) of programs, of which 75 (55%) had an accelerated track. Private institutions programs (PRI) 
represented 34% (N=71) programs, of which 61 (86%) had an accelerated track. PUIs reported a mean 
enrollment of 19.6 ± 11.3 students, and PRIs reported a mean enrollment of 15.7 ± 9.1. Approximately 
41% (N=56) of PUIs reported increasing enrollment, while 30% (N=21) of PUIs reported enrollment trends 
as increasing. PRIs had greater odds of offering an accelerated track (OR=4.96, 95%CI [2.35, 10.50], 
p<0.001) as compared to PUIs. When comparing enrollment of PRIs with and without accelerated tracks 
there was no significant differences in the enrollment (p=0.947); the same was true for the comparison of 
PUIs with and without accelerated track (p=0.558). When examining total enrollment, PUIs had significantly 
higher enrollment compared to PRIs [t(205)=-2.52, p=0.012]. Translation to Practice: Professional athletic 
training programs at public institutions reported higher average enrollment than those at private institutions. 
PRIs appear to be developing and relying on accelerated tracks to promote enrollment. Although there was 
no enrollment difference in toto, we recognize that this option may be advantageous to individual institutions 
for other reasons. Overall, more PUIs reported stable enrollment trends. Program administrators should use 
this information to determine the allocation of resources for program development and implementing 
marketing and recruitment strategies. 
  



ABSTRACT PRESENTATION 
 

 

6 
Copyright © by Indiana State University                                                                                Clinical Practice in Athletic Training  
All rights reserved. ISSN Online 2577-8188                                                                             Volume 7 – Issue 1s March 2024 

Athletic Trainers’ Familiarity with Potential Concussion Biomarkers: A Descriptive Study 
Campbell TR, Davis BJ, Martinez JC, Cavallario JM: Old Dominion University, Norfolk, VA 
 
Introduction: An estimated 3.8 million individuals sustain a concussion annually in the United States. Despite 
the high number of cases, this number may not accurately depict the true incidence rate due to underreporting 
of symptoms by patients. With current concussion tools relying heavily on subjective input from patients, it is 
imperative that a valid and reliable objective tool, such as a clinical biomarker, is identified to improve 
concussion diagnosis and management. If such a biomarker is identified, it will be essential that athletic 
trainers (ATs) be familiar with how biomarkers could be used. The purpose of this study was to determine 
ATs’ familiarity with potential concussion biomarkers. Methods: An online, cross-sectional survey that included 
six demographic questions. Three content experts were solicited to establish the content validity of all survey 
items by scoring each item’s relevancy to the overall research question, and a mean content validity index 
of 0.9 was established for the overall instrument. The survey was distributed to 1,000 ATs biweekly for eight 
weeks through the NATA Research Survey Service (response rate: 6%). Additional participants were 
recruited through social media, resulting in a total of 238 ATs who submitted the survey. Participants were 
asked to identify biofluids and biomarkers they were familiar with (two questions) and were also asked to 
rate their knowledge of the literature on biomarkers for both concussion diagnosis and management using 
Likert-scales (extremely knowledgeable, very knowledgeable, moderately knowledgeable, slightly 
knowledgeable, not knowledgeable at all).  Participants were asked to answer all questions but were not 
required to answer all questions to submit their responses. We used descriptive statistics to summarize 
participants’ demographics and responses to familiarity questions.  Results: Of the 238 ATs that submitted 
surveys, varying numbers responded to each of the questions: familiarity with biomarkers (n=214), familiarity 
with biofluids (n=216), self-rated knowledge of literature for concussion diagnosis biomarkers (n=215), and 
self-rated knowledge of literature for concussion management biomarkers (n=216). When identifying 
biomarkers they were familiar with, ATs were most often familiar with protein (30.4%, n=80) and least often 
familiar with DNA (3.7%, n=8). Relative to biofluids, ATs were most often familiar with blood (37.5%, 
n=110) and least often familiar with urine (3.2%, n=7). Interestingly, 55.4% (n=119) of ATs stated that 
they had “No knowledge at all” of the current literature regarding the use of biomarkers for concussion 
diagnosis, and 62.0% (n=134) stated they had “No knowledge at all” of the current literature regarding 
biomarkers used for concussion management. (Figure 1.) Translation to Practice: Despite the increase in 
research attempting to identify a concussion biomarker, ATs remain unfamiliar with biomarkers and biofluids. 
Targeted continuing education efforts are needed to familiarize ATs with biomarkers and biofluids that will 
likely be used in the diagnosis and management of concussions in the future. 
  



ABSTRACT PRESENTATION 
 

 

7 
Copyright © by Indiana State University                                                                                Clinical Practice in Athletic Training  
All rights reserved. ISSN Online 2577-8188                                                                             Volume 7 – Issue 1s March 2024 

  

Figure 2. Most familiar biofluids and biomarkers as reported by athletic trainers and self-reported knowledge of biomarker use for 
concussion diagnosis and management. 

0

20

40

60

80

100

120

Blood Saliva CSF Urine Other Not
familiar

N
o.

 o
f C

er
tif

ie
d 

at
hl

et
ic

 T
ra

in
er

s (
n=

21
6)

Of the following biofluids, which are you familiar with as 
being linked to potential concussion biomarkers? (Select 

all that apply)

0

20

40

60

80

100

120

N
o.

 o
f C

et
ifi

ed
 A

th
le

tic
 T

ra
in

er
s (

n=
21

4)

Of the following, which are you familiar with as acting as a 
concussion biomarker? (Select all that apply)

Extremely knowledgable

Very knowledgable

Moderately knowledgable

Slightly knowledgable

Not knowledgable at all

0 20 40 60 80 100 120 140

No. of Certified Athletic Trainers (n=215)

Please rate your knowledge on the current literature 
surrounding the use of biomarkers for concussion diagnosis.

Extremely knowledgable

Very knowledgable

Moderately knowledgable

Slightly knowledgable

Not knowledgable at all

0 20 40 60 80 100 120 140 160

No. of Certified Athletic Trainers (n=216)

Please rate your knowledge on the current literature 
surrounding the use of biomarkers for concussion management.



ABSTRACT PRESENTATION 
 

 

8 
Copyright © by Indiana State University                                                                                Clinical Practice in Athletic Training  
All rights reserved. ISSN Online 2577-8188                                                                             Volume 7 – Issue 1s March 2024 

Employers’ Perceptions of and Experiences Working with Residency-Trained Athletic Trainers  
Welch Bacon CE*, Cavallario JM†, Eberman LE‡, Wetherington JJ§, Pecha FQ¶, Van Lunen BL†:*A.T. Still 
University, Mesa, AZ; †Old Dominion University, Norfolk, VA; ‡Indiana State University, Terre Haute, IN; §St. 
Luke’s Health System, Boise, ID; ¶Steamboat Orthopaedic and Spine Institute, Steamboat Springs, CO 
 
Context: Athletic trainers (ATs) who complete accredited residency training in a specialty area are 
considered clinical specialists, yet more information is needed to determine whether they are practicing within 
the higher capacity expected of a specialist. While some quantitative evidence demonstrating the value of 
residency-trained ATs on patient satisfaction, patient throughput, and the financial impact specific to the 
physician practice setting exists, residency training is not limited to only ATs who want to provide services in 
physician practice. Moreover, as accredited athletic training residency programs continue to emerge, it is 
increasingly important to understand key stakeholders’ perceptions of residency-trained ATs as well as their 
experiences working with these clinical specialists. Understanding the employers’ perception of the value of 
athletic training residency training is especially important since these individuals are involved in the hiring 
decisions of a clinical practice setting. Therefore, we aimed to explore employers’ perceptions of, and 
experiences working with, residency-trained ATs. Methods: We followed a consensual qualitative research 
design and recruited a purposeful sample of participants. We contacted our professional network of 
employers who have hired a CAATE-accredited orthopaedic-focused residency-trained AT to participate 
voluntarily. We achieved data saturation following individual videoconference interviews with 14 employers 
(4 physicians, 10 ATs; 11 men, 3 women; average age=42.0±7.2 years; clinical experience=17.2±7.4 
years) working in the hospital/outpatient center (n=8), sports medicine/orthopaedic clinic (n=3), or 
college/university (n=3) setting. Following development, the 10-item, semi-structured interview guide used 
for this study was reviewed by 3 residency experts for content validity and piloted with 1 employer that 
met the study criteria to ensure clarity and flow of the interview questions. Following transcription, a 4-person 
analysis team coded the data into themes and categories. Three researchers coded the data and met 
regularly throughout a 3-phase consensus process. We ensured trustworthiness of the data via member-
checking, multi-analyst triangulation, and the use of internal and external auditors. Results: Two predominant 
themes emerged during data analysis: employer perceptions of residency-trained ATs and employer 
experiences working with residency-trained ATs. Employers perceived that residency-trained ATs could 
assimilate into the practice setting faster than their non-residency-trained AT counterparts. Employers 
highlighted that residency-trained ATs had a better depth and breadth of knowledge of athletic training 
practice and could practice at the top of their scope more quickly after orienting to the practice setting. 
Employers also perceived that residency-trained ATs experience increased compensation and faster career 
advancement than the non-residency-trained ATs at the same employment sites. Employers described how 
residency-trained ATs increase the efficiency of the practice setting, allowing greater throughput and 
increasing patient accessibility to providers. Employers discussed that residency-trained ATs improved 
patient satisfaction scores in the practice setting and were also able to increase awareness of athletic training 
with other providers in the setting. Translation-to-Practice: Our findings indicate that employers can discern 
differences between residency-trained ATs and non-residency-trained ATs. Residency-trained ATs add value 
to practice, and their residency training likely prepares them more adequately for assimilation into practice 
than professional education alone. Positive outcomes of hiring residency-trained ATs included increased 
patient satisfaction, increased practice efficiency, and added economic value to the care team. Since 
residency training aims to develop clinical specialists, employers of ATs should aim to hire a diverse group 
of clinicians that includes both generalists and specialists. Mentors of athletic training students should guide 
them to accredited athletic training residency programs if becoming a clinical specialist aligns with the 
student’s professional development goals. 
Disclosure: The findings presented in this abstract are from a study funded by the NATA Foundation 
(#1819EGP01). 

  



ABSTRACT PRESENTATION 
 

 

9 
Copyright © by Indiana State University                                                                                Clinical Practice in Athletic Training  
All rights reserved. ISSN Online 2577-8188                                                                             Volume 7 – Issue 1s March 2024 

Athletic Training Preceptors’ Experience with Interprofessional Education and Collaborative Practice in 
the Clinical Learning Environment  
Bender A*†: Ohio University, Athens, OH*; University of North Carolina at Greensboro, Greensboro, NC† 
 
Introduction:  Professional athletic training (AT) programs are now required to align their educational 
curricula with the Institute of Medicine's (IOM) core competencies, preparing students to work in dynamic, 
interprofessional healthcare teams to strategically address patient outcomes. Although interprofessional 
education and collaborative practice (IPECP) is commonly implemented in didactic settings, our understanding 
of how IPECP is implemented by AT preceptors in various clinical settings is limited. The purpose of this study 
was to gain a greater understanding of AT preceptors’ experience with IPECP and how they implement this 
with students in their clinical settings. Methods: A convergent mixed-methods design was used with data 
collected through an online survey. AT preceptors working in the NATA District 3 (Mid-Atlantic) region (n=45) 
were recruited to participate using a snowball sampling approach, which began with an email to AT program 
directors requesting participation from their affiliated preceptors. AT preceptors’ responses gathered 
demographic information, ratings on IPECP knowledge and use in their clinical practice, as well as responses 
to open-ended questions about their experience implementing IPECP with students in their clinical practice. 
Closed-ended responses were analyzed using descriptive statistics. Open-ended responses were first 
analyzed using an open coding process and then an inductive process of reflexive thematic analysis. Two 
faculty members with extensive experience in qualitative research reviewed the data analysis procedures 
to improve trustworthiness. Results: Roughly 70% of preceptors had IPECP training (n=32) and agreed 
(n=31) that it is very or extremely important to teach their students how to engage in IPECP in their 
workplace. Most participants reported having some type of formal education/training in IPE, either pre-
certification (n=15), post-certification (n=7), or both (n=10). Some participants (n=13) indicated they did 
not have any education or training in IPE. AT preceptors reported engaging in IPECP most often with 
physicians, strength coaches, and PTs in their workplace setting, performing patient exams, and developing 
treatment plans more often than engaging in interprofessional research or professional development. Most 
report that collaborative practice with staff and students occurs sporadically in their workplace, suggesting 
that IPECP may not be intentionally planned or embedded in their organizational culture. Formal IPECP 
training, positive and impactful experiences, exposure to various professionals, and high teaching importance 
were identified as promoting factors for IPECP implementation. Inhibiting factors such as 
scheduling/availability, lack of resources/“buy-in,” and disruption stemming from the COVID-19 pandemic 
posed challenges for IPECP implementation. Translation to Practice: Despite almost 30% of the participants 
not having any formal training in IPECP, AT programs may require preceptors to facilitate this as part of the 
clinical education experience. More IPECP education and training for AT preceptors may help close this gap 
and yield better teaching of collaborative practice behaviors with students transitioning to practice in various 
clinical settings. Additional research should be conducted every couple of years to see trends in change over 
time as programs implement these competencies into their clinical learning experiences.  

  



ABSTRACT PRESENTATION 
 

 

10 
Copyright © by Indiana State University                                                                                Clinical Practice in Athletic Training  
All rights reserved. ISSN Online 2577-8188                                                                             Volume 7 – Issue 1s March 2024 

Using Alums Involvement to Increase Student Investment in an Athletic Training Program 
Heffner CJ*, Green AL†: *Texas State University, San Marcos, TX; †Tarleton State University. Stephenville, 
TX 
 
Introduction: Student investment and retention are not new concerns among athletic training program 
directors. Graduate programs are expected to meet minimum enrollment standards to demonstrate the need 
for the program. Programs that are unable to maintain student enrollment will be eliminated by institutions 
experiencing financial stress. Retention strategies and benefits have previously been investigated among 
undergraduate students and across disciplines. One common theme in the research is that student retention 
increases when students feel a sense of belonging from the faculty, staff, and peers in their program. There 
is less research on the retention of graduate students, but the themes tend to be similar to undergraduate 
students: students want a sense of belonging and support from faculty.  
As long-term program success becomes reliant upon enrollment and retention, program directors seek to 
create strategies to increase student investment in their program. The use of alums as active participants in 
the program has the potential to improve student pride in the program.  Students may seek advice from 
alums on successfully navigating the academic process from someone who has had the same experience.  
Professional relationships may be built that can expand as students seek immersive experiences or full-time 
jobs. As students graduate, they can be helpful in referring new students to the program.  Methods: An 
athletic training program has developed several strategies to increase student investment in the program: 
use of alums to facilitate telehealth evaluations, use of alums to facilitate administrative and psychosocial 
case studies, creating an advisory board for program growth that includes alums as stakeholders, and 
student recruitment.  Alumni have been used as patients for telehealth experiences for both orthopedic and 
general medical conditions.  Alums also facilitate discussions that students have with parents, coaches, or 
other administrators for issues such as return to play, budget, pregnancy, or psychosocial situations such as 
mental health or disordered eating management. Additionally, the institution created an advisory board that 
uses alums as a sounding board for any changes that may occur within the program. Expected Outcomes: 
In this program, alums become active stakeholders and interact directly with current students.  Professional 
relationships develop that benefit alums as mentors and students as they graduate and seek professional 
opportunities.  Students engage with alums in application-based scenarios that improve self-efficacy and 
efficiency in evaluations and problem-solving strategies. Translation to Practice: A graduate-level curriculum 
is a relatively new practice that alums of an undergraduate program may not fully understand. Alums in this 
program have achieved a better understanding of graduate-level curriculum and standards by participating 
in telehealth, guest lectures, or preceptor opportunities. A reciprocal relationship emerges in which students 
gain an understanding of the history of the program and engage in one-on-one mentorship with alums that 
provide career opportunities such as immersive sites, internships, or full-time jobs.   
  



ABSTRACT PRESENTATION 
 

 

11 
Copyright © by Indiana State University                                                                                Clinical Practice in Athletic Training  
All rights reserved. ISSN Online 2577-8188                                                                             Volume 7 – Issue 1s March 2024 

Using Data in the Classroom to Drive Instructional Design and Delivery 
Eberman LE, Young JP: Indiana State University, Terre Haute, IN 
 
Introduction: Roughly half of ATP program directors include education on transgender health care in their 
programs, and even fewer report having the competence to do so. However, professional-level accreditation 
standards (56, 57, and DEI 2) require that programs have faculty with contemporary expertise to educate 
students on these outcomes. Current research suggests a comprehensive transgender and sexual health 
curriculum, including safe-zone training, traditional lecture, lab, and project-based instruction, was partially 
effective at changing students’ attitudes toward transgender patients but did not improve sexual health care 
delivery during a standardized patient encounter.  The purpose of this project was to evaluate the 
effectiveness of instructional design and delivery in changing student attitudes toward transgender patients 
at a regional-comprehensive, midwestern University ATP. Instructional delivery included both active and 
passive strategies (readings, discussion, lecture, and problem-based learning) with a focus on 
destigmatization, health and healthcare inequities, gender-affirming care, and regulations related to sports 
participation. Methods: We used three measures to assess student attitudes, knowledge, and practical 
application. The validated Attitudes Toward Transgender Patients (ATTP) tool (10-item, 3 primary constructs 
(clinician education, transgender sport participation, and clinician comfort) was used immediately before the 
class discussion, immediately after the lecture, and 4 weeks later to evaluate student attitudes (n=8). A 
content-validated cognitive knowledge assessment (total score of 25 points; multiple-choice and multi-choice 
questions) was used immediately after the lecture and 4 weeks later. Finally, we used a problem-based 
learning case to evaluate the students’ ability to apply knowledge within 1 week of the lecture. We used 
descriptive statistics to characterize student performance. We used a repeated measures ANOVA to 
compare pre-, post-, and post-post attitudes for each item and each construct of the ATTP tool (clinician 
education, transgender sport participation, clinician comfort). We also used a paired t-test to evaluate 
knowledge after the lecture (post) and at the 4-week follow-up (post-post). Results:  We did not identify 
significant differences across each of the ATTP subscales over time, but did identify two items where student 
attitudes improved at some point in learning. Their attitude about the importance “to receive training on 
transgender issues” significantly improved from pre-test to post-test (p=0.033), but not at any other time 
comparison. The attitude about feeling “safer treating a transgender patient in a group setting” at the post-
post testing was significantly lower than the scores at the pre (p=0.009) and post-test times (p=0.004), 
indicating more clinician comfort. Student construct scores were slightly elevated (Table 1) compared to 
previous uses of the ATTP in professional and postprofessional students, suggesting higher levels of potential 
discord in learning about, permissibility to participate, and discomfort working with transgender athletes. 
Knowledge scores demonstrated below-desired outcomes relative to gender-affirming care and transgender 
athlete participation in sport (mean=17.9/25 points ± 5.4; 71.6%), which did not change over time 
(mean=17.1/25 points ± 2.7; 68.5%). An analysis of problem-based learning performance indicated a 
superficial appreciation for the needs of transgender athletes considering participation throughout the 
transition. Translation to Practice: After completing the learning activities and assessments, faculty engaged 
in a root cause analysis to evaluate the effectiveness of the instructional design and delivery (Figure 1). We 
summarized the minimal changes in attitude and below expectation results in learner performance. We 
identified the productive and inhibiting features for each of the four approaches to instruction and postulated 
the additional tactics necessary to reinforce and extend improved attitudes and increase knowledge. 
Consistent with previous research, strategies that contextualize theoretical knowledge, including interpersonal 
interactions that yield transformational learning, will be prioritized. We plan to use contemporary media 
and a “teaching” standardized patient encounter to humanize transgender athletes to meet the desired 
knowledge and attitude outcomes and expectations.  
  



ABSTRACT PRESENTATION 
 

 

12 
Copyright © by Indiana State University                                                                                Clinical Practice in Athletic Training  
All rights reserved. ISSN Online 2577-8188                                                                             Volume 7 – Issue 1s March 2024 

Using Data in the Classroom to Drive Instructional Design and Delivery 
Eberman LE, Young JP: Indiana State University, Terre Haute, IN 
 

Table 1. Student Attitudes Toward Transgender Patients 

Subscale Pre- Post- Post-post 
Clinician Education 6.9 ± 1.7 5.9 ± 1.7 6.1 ± 1.5 
Transgender Sport Participation 10.6 ± 3.9 9.8 ± 4.2 10.3 ± 3.7 
Clinician Comfort 10.0 ± 3.2 9.6 ± 1.9 8.4± 2.4 

 

Figure 1. Root Cause Analysis 

 

  



ABSTRACT PRESENTATION 
 

 

13 
Copyright © by Indiana State University                                                                                Clinical Practice in Athletic Training  
All rights reserved. ISSN Online 2577-8188                                                                             Volume 7 – Issue 1s March 2024 

Traveling the Pathway to a Culturally Competent Health Care Provider: Incorporating Study Abroad 
into your Curriculum 
Johnston Green AL*, Heffner CJ†: *Tarleton State University, Stephenville, TX; †Texas State University, San 
Marcos, TX 
 
Introduction: As athletic training employment settings expand and diversify, so does the patient population 
with whom these healthcare providers interact. This growth furthers the need to ensure that students enrolled 
in an athletic training program (ATP) accredited by the Commission on Accreditation of Athletic Training 
Education (CAATE) are educated to provide culturally competent care. Culturally competent care is provided 
when decisions made diminish the inequalities that may be present in a system based upon a patient’s 
individual circumstances. Implementing cultural competency education may be integrated into athletic training 
education in various manners as necessitated by each institution’s unique circumstances. Programs may choose 
to deliver cultural competency education through a traditional classroom setting utilizing assignments, guest 
speakers, and other conventional supplemental tools. Other programs may utilize a study abroad or 
international experience to illustrate the importance of providing culturally competent care. A study abroad 
experience may help position athletic training students in situations that may make them uncomfortable. 
Doing so will challenge the way these learners typically interact with diverse individuals, thus providing them 
the opportunity to develop and practice the skills needed to become confident in delivering culturally 
competent exchanges. Not only can one see heightened capabilities through such an experiential learning 
process but is has been noted that individuals who participate in a study abroad as part of a health care 
education program often develop a changed personal perspective regrading patient centered care. Such 
skills are important to those patients who may experience disparities based on a single characteristic of their 
background or the intersectionality of several components. Methods: While the topic is interspersed 
throughout the entire program’s curriculum, a CAATE-accredited ATP has developed a curriculum that 
culminates with a course focused on exploring cultural competency.  The hallmark of this course is a study 
abroad experience which follows a traditional classroom exploration of numerous cultural and societal 
factors. The study abroad occurs in a different country each year, allowing for a broader spectrum of cultural 
interactions for both the learner and the faculty members. This type of event provides the students with an 
immersion into another culture, including but not limited to educational and health care systems. Expected 
Outcomes: Students gain intimate knowledge into the impact that race, ethnicity, religion, sexual orientation, 
and socioeconomic status among other criteria may have had on healthcare during the didactic portion of 
their curriculum.  During a study abroad experience, students will develop further confidence in 
communicating with those who do not speak the same language, navigating new forms of transportation, 
and develop an appreciation for healthcare systems in other countries.   Athletic training students will return 
with a broadened perspective of whole patient health care and the ability to apply first-hand what they 
have learned in the didactic portion of their program. Translation to Practice: Students enrolled in an ATP 
are educated in culturally competent, patient-centered care. Often, the learners’ traditional clinical rotation 
sites are somewhat homogenous due to geography, and they may not be exposed to varying social 
determinants of health.  The ability to take them beyond their norms and have them interact with those of 
another culture will aid in creating a more well-rounded, confident healthcare provider for their future 
patients. 
 

 

  



ABSTRACT PRESENTATION 
 

 

14 
Copyright © by Indiana State University                                                                                Clinical Practice in Athletic Training  
All rights reserved. ISSN Online 2577-8188                                                                             Volume 7 – Issue 1s March 2024 

Athletic Trainers in Physician Practice Society (ATPPS) Abstract 
Presentations 
 

The following abstracts were accepted and presented at the 7th Annual Athletic Trainers in Physician Practice 
Society Meeting and Conference February 29 – March 2, 2024.  
 

Exploring the Work-Related Quality of Life of Athletic Trainers in Physician Practice 
Anderson NT, Games KE, Young JP, Rivera MJ, Eberman LE: Indiana State University, Terre Haute, IN   

Introduction/Context: The National Athletic Trainers’ Association (NATA) identified the vitality of the athletic 
training profession as a research priority, which includes exploring solutions to improve work-life balance. 
There is a common perception that athletic trainers (AT) working in the physician practice setting have lower 
work-life conflict and increased job satisfaction, but no data to support this belief. Work-Related Quality of 
Life (WRQoL) has been studied in some healthcare settings but has not been studied in any athletic training 
clinical practice setting.  Therefore, the purpose of this study is to investigate the WRQoL of athletic trainers 
in physician practice. Methods: A cross-sectional, web-based survey was used to explore the WRQoL of ATs 
in physician practice.  The survey consisted of demographic questions, a description of daily work 
responsibilities, a characterization of autonomous clinical practice, and the pre-existing WRQoL Scale.  The 
WRQoL Scale ranks agreement with statements related to home-work interface, general well-being, job and 
career satisfaction, control at work, working conditions, and stress at work on a five-point Likert scale 
(1=strongly disagree, 5=strongly agree). The survey was distributed to 1000 ATs through the National 
Athletic Trainers’ Association.  Sixty-three participants accessed the survey (6.3%).  Of the 63 participants 
who accessed the survey, 4 did not finish, 18 reported they did not currently work in the physician practice 
setting, and 27 participants (age = 42.5 ± 7.8 years [range = 28-56 years], years of experience in 
physician practice setting = 7.74 ± 6.58 years [range= 1-24 years]) completed the entire instrument (42.9% 
completion rate).  Descriptive statistics were used to analyze demographic variables, individual WRQoL 
Scale items, and overall WRQoL. Results: Participants reported years credentialed as an AT as 18.5 ± 8.7 
years. When asked about other AT settings where they had previously worked, 81.5% (n=22) reported 
working in the secondary school setting at some point in their career, and 37.0% (n=10) reported previously 
working clinically in the college/university setting.  The average WRQoL Scale score for participants was 
81.38 ± 11.83 with scores ranging from 60 on the low end to 101 on the high end.  Of the 23 questions 
from the WRQoL Scale, the statement with the highest agreement was “I work in a safe environment” with a 
mean response of 4.26, and the statement with the lowest agreement was “I often feel under pressure at 
work” with a mean response of 2.85.  Other statements with a mean agreement of 4 or higher included “I 
have the opportunity to use my abilities at work” at 4.00 and “I have a clear set of goals and aims to enable 
me to do my job” at 4.11.  For the statement “I am satisfied with the overall quality of my working life,” 
participants reported a mean agreement of 3.74, indicating feelings between neutrality and agreement. 
Conclusion: The average WRQoL Scale score for participants in this study ranks in the 60th percentile, which 
is the high end of the average Quality of Working Life.  These percentiles were established in a large study 
(N=953) of healthcare workers to validate the WRQoL Scale.  However, since this is the first study to use 
this instrument in the AT profession, future work should consider measuring the WRQoL Scale across different 
practice settings. 

  



ABSTRACT PRESENTATION 
 

 

15 
Copyright © by Indiana State University                                                                                Clinical Practice in Athletic Training  
All rights reserved. ISSN Online 2577-8188                                                                             Volume 7 – Issue 1s March 2024 

How do athletic trainers impact patient health literacy?: A Critically Appraised Topic 
Bouchard T: Ochsner Sports Medicine Institute, Baton Rouge, LA   

Introduction/Context: Health Literacy is defined as “the degree to which individuals have the capacity to 
obtain, process, and understand basic health information and services needed to make appropriate health 
decisions.” An estimated 80 million Americans are estimated to have low levels of health literacy. Low health 
literacy has been linked to poor patient outcomes and decreased usage of health services.  Athletic trainers 
are multiskilled medical professionals recognized by the American Medical Association, trained in, among 
other things, wellness promotion and education, injury prevention and rehabilitation, and primary care. 
Although athletic trainers have traditionally been employed in collegiate/elite sports, many are now 
employed in a number of different settings, including physical therapy and orthopedic clinics, working as 
physician extenders. This critically appraised topic aimed to examine the impact of athletic trainers in the 
physician practice setting on patient health literacy levels. Search Strategy: The databases searched included 
PubMed and Google Scholar. Results: The results from the search demonstrate three widely accepted 
interventions to improve the health literacy of patients: plain speak, teach-back, and limited concepts. 
Clinical Bottom Line: Athletic trainers working in the physician practice setting have a unique opportunity to 
improve patient understanding to help them achieve improved healthcare outcomes.  

 


