Athletic Training preceptors’ experience with interprofessional education and collaborative practice in the clinical learning environment

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Andrea L. Bender (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:
Diane Gill

Abstract: Athletic Training programs are now required to align their educational curricula with the Institute of Medicine (IOM) core competencies and prepare students for working in dynamic health care teams to strategically address health outcomes (CAATE, 2018; IOM, 2001). Interprofessional education and collaborative practice (IPECP) is a framework that academic programs can use to facilitate didactic and clinical learning goals through collaboration with other health care professionals. IPECP initiatives have been implemented in the didactic aspects of program delivery; however, our understanding of how IPECP is actually being implemented by AT preceptors in clinical settings is limited. The purpose of this study was to gain greater understanding of how AT preceptors’ experience with IPECP informs their clinical teaching. AT preceptors working in the NATA District 3 (Mid-Atlantic) region (n=45) were recruited to complete an online survey which gathered information on demographics, IPECP knowledge and training, implementation of IPECP in clinical practice and experience teaching students about IPECP. Responses were analyzed using descriptive statistics and reflexive thematic analysis of open-ended responses. 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. AT preceptors report engaging in IPECP most often with physicians, strength coaches, and physical therapists in their workplace setting, performing patient exams and developing treatment plans more often than 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 imbedded 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. Despite almost 30% (n=13) 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.

Additional Information

Language: English
Date: 2021
Athletic Training, Clinical Education, Collaborative Practice, Health Professions, Interprofessional Education
Athletic trainers $x Training of
Clinical medicine $x Study and teaching
Interprofessional education

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