Being an effective athletic training clinical instructor

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Jolene M. Henning, Associate Professor and ATEP Director (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:

Abstract: The responsibility to provide high-quality clinical instruction in athletic training professional preparation programs is increasing dramatically. Certainly, clinical education is a critical component of all allied medical-education programs; and athletic training is no exception. To succeed in the role of clinical instructor (CI) requires considerable attention to teaching that might not have been included in the CI's professional education. It is not uncommon to find that allied medical CIs do not have formal preparation in education and have been selected because of their professional skills rather than their teaching abilities (Jarski, Kulig, & Olson, 1990). Although expertise as a clinician is important, it does not guarantee expertise as a CL In addition, to succeed as a CI requires balancing clinical teaching and patient care. This is undoubtedly a complex task. In this article we identify the characteristics, qualities, and skills presented in the allied-medical-professions literature that are pertinent to developing effective CIs (see the sidebar). The information presented will be useful for athletic training approved clinical instructors (ACIs) and CIs, in general. The abbreviation CI will be used to represent both ACIs and CIs in this article.

Additional Information

Athletic Therapy Today, 7(5) 6-11.
Language: English
Date: 2002
Expertise, Education, Ethics, Communication, Instruction

Email this document to