Assessing effective teacher behaviors in athletic training clinical education

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

Abstract: "The present study assessed the use of effective teacher behaviors in athletic training clinical education. Research involved development and use of: 1) the 20-question Survey of Effective Clinical Educator Behaviors (SECEB) to assess student and instructor perceptions of clinical instructor use of effective teaching behaviors; and 2) the Observational Record of Clinical Educator Behaviors (ORCEB) interval recording instrument to objectively measure instructor's demonstrated behaviors in the clinical setting. The SECEB was distributed to twelve Commission on Accreditation of Allied Health Education Programs (CAAHEP)-accredited athletic training education programs in the National Athletic Trainers' Association (NATA) District 3. Subjects (n=186) representing ten of those schools returned usable data. SECEB item statements were grouped into four subcategories of effective teaching behaviors (Information, Evaluation, Critical Thinking, and Physical Presence), and were ranked on a scale from 'Never (1)' to 'Very Often (5)'. While educators rated themselves and their perceived ideal, students evaluated their current and an ideal clinical instructor. Cronbach's alpha for all items showed excellent internal consistency (α=.858). Results found that students (4.56±.33) and clinical instructors (4.56±.24) had nearly identical perceptions of an ideal instructor's behavior, but that students consistently rated current instructors higher (4.09±.52) than the instructors rated themselves (3.93±.36). In addition to the survey data, four approved clinical instructors (ACIs) were observed using the ORCEB as they interacted with patients and students for five 30-minute sessions. Inter-rater and intra-rater reliabilities as determined by simple correlation of behavior frequencies between two independent coders were r=.964 and r=.974, respectively. The ORCEB was used to assess clinical instructor demonstration of twelve target behaviors. Results indicate that instructors use only 24% of each clinical education session for teaching/learning behaviors; of the remaining time, 32% was devoted to patient care without student interaction, 35% to behaviors unrelated to clinical education, and 9% in downtime when no students or patients were present. Furthermore, student ranking of these instructors based upon their SECEB scores was identical to that created by ORCEB behavior percentages, indicating that students' perceptions of their instructor's behavior are accurate."--Abstract from author supplied metadata.

Additional Information

Language: English
Date: 2005
teacher behaviors, athletic training education, effective teaching, teacher assessment, Clinical Educator Behaviors, Commission on Accreditation of Allied Health Education Programs (CAAHEP), National Athletic Trainers' Association (NATA)
Physical education and training--Study and teaching (Higher)--United States.
Athletic trainers--Education, Higher--United States
Athletic trainers--Training of--United States

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