EDD, Kent State University, 2023, College of Education, Health and Human Services / School of Foundations, Leadership and Administration

The purpose of this mixed-methods study was to examine if pedagogical education and experience facilitate best pedagogical practices among athletic training program faculty members. This was achieved through the data collection and analysis of athletic training educators' pedagogical knowledge, experiences, and opinions. An online survey was created and validated by combining the Teaching Practice Inventory with self-developed athletic training education and experience questions. Phone interviews were also conducted to gain a deeper understanding of faculty members' experiences and opinions pertaining to pedagogy. The participants in this study were separated into two population groups: those with formal pedagogical training and those without formal pedagogical training. Overall, there was no statistical difference in the quantitative data analyzing teaching practices between population groups. Teaching philosophy analysis also revealed athletic training faculty with and without formal pedagogical training have comparable goals and intentions as educators. Lastly, the phone interviews revealed athletic training faculty have mixed and diverse opinions about pedagogy and pedagogical education in athletic training education. The major themes identified and discussed in this study increased understanding of athletic training educators' pedagogical knowledge and experiences with pedagogy, specifically in athletic training education. This study also brought awareness to the opinions of athletic training educators regarding pedagogy and its incorporation into athletic training education. This information is important and applicable to athletic training education as healthcare careers, credentials, and expectations continue to modernize.

Committee: Kimberly Peer (Committee Chair); Vincent Stilger (Committee Member); Hannah Harnar (Committee Member) Subjects: Education; Health Education; Health Sciences; Kinesiology

Doctor of Education (Ed.D.), Bowling Green State University, 2019, Leadership Studies

Context: Research within athletic training has placed an emphasis on the importance of mentorship for the profession. Mentorship is cited as a key to professional socialization, a guide to student decision making in regard to continued education and career ambitions, and a motivator for clinical preceptors (Nottingham, Barrett, Mazerolle, & Eason, 2016; Mazerolle, & Benes, 2014; Klossner, 2008). Objective: To investigate attributes of mentorship within athletic training implementing a two-phase approach. Design: A two-phase approach. Phase I a modified Delphi technique. Phase II a national survey to novice athletic trainers'. Participants: Phase I included 16 experts of athletic training. Phase II included 107 novice athletic trainers. Results: The results of this study identify 86 attributes expert athletic trainers believe to be important to serving as an athletic training mentor. Phase II of the study identified how frequently novice athletic trainers' rate mentor attribute occurrence. Implications: This study presents an empirical list of mentor attributes important for athletic training mentors to practice. This study also identifies that the mentor attributes deemed important by exerts are rated to occur more frequently by the novice athletic trainer. This study supports the need for more intentional development of athletic training mentors and the mentoring relationships cultivated.

Committee: Paul Willis Ed.D (Advisor); Michael Decker Ph.D (Other); Amanda Jarriel Ph.D (Committee Member); Matthew Kutz Ph.D (Committee Member); Kristina LaVenia Ph.D (Committee Member); Patrick Pauken J.D, Ph.D (Committee Member) Subjects: Educational Leadership; Sports Medicine

Master of Education (MEd), Bowling Green State University, 2012, Human Movement, Sport and Leisure Studies /Sport Administration

Purpose. The purpose of this study is to investigate the differences demographics with regards to perceived importance (PI) and frequency (F) of practice of professional behaviors in athletic training. The difference in perceived importance and frequency of practice of the professional behaviors was also investigated. There was minimal research in athletic training on the perceptions and practice of professional behaviors as defined in the Foundational Behaviors of Professional Practice. Methods and Procedures. Two instruments were developed, using the behaviors listed in the Foundational Behaviors of Professional Practice of the NATA's Educational Competencies and from the Code of Professional Responsibility in the BOC's Standards of Professional Practice. Surveys were distributed to students, young professionals and program directors. Data analysis included one-way ANOVA followed by Tukey post-hoc analysis as well as independent-sample t-tests and paired-sample t-tests. Validity and reliability were established through Pearson r correlations and Cronbach alphas. Results. The overall mean for F of practice of behaviors was higher than that of PI, with fewer differences being noted in PI for individual demographics. Significant differences were seen between males and female for several behavior categories. Students reported significantly lower scores for F and PI than any other demographic group. Conclusions. Fewer differences for PI indicate a consistent knowledge of athletic training professionals of the demographic behaviors. The lower scores in students require further investigation to determine whether differences were due to the educational background or lack of athletic training experience and practice.

Committee: Matt Kutz PhD, ATC, CSCS, CES (Committee Chair); Brian McCullough PhD (Committee Member); Raymond Schneider PhD (Committee Member) Subjects: Education; Health Education; Higher Education; Sports Medicine

EDD, Kent State University, 2024, College of Education, Health and Human Services / School of Foundations, Leadership and Administration

This study aimed to identify athletic training student intrinsic motivation, with subscales of interest/enjoyment, perceived competence, effort/importance, pressure/tension, perceived choice, value/usefulness, and relatedness, based on the intrinsic motivation inventory (IMI). It also evaluated the effects of feedback as facilitators and barriers to intrinsic motivation in clinical education. Athletic training student feedback was obtained by asking open-ended journaling questions related to how their preceptor interacted with them and provided feedback in their clinical rotation. A mixed-methods approach was utilized for this study. There was a significant difference in pre-post IMI scores in subscales of interest/enjoyment, perceived choice, and value/usefulness. Qualitatively, athletic training students identified active communication, autonomous practice, theory to practice, culture and setting, and nature of feedback as key facilitators to motivation from preceptor feedback. Athletic training students identified key barriers to intrinsic motivation as excessive downtime at clinical sites, extrinsic factors, placement alignment, preceptor stress, and stagnant environment.

Committee: Kimberly Peer (Committee Chair); Hannah Harnar (Committee Co-Chair); Noelle Selkow (Committee Member) Subjects: Education; Health Care; Health Education; Health Sciences; Sports Medicine

EDD, Kent State University, 2023, College of Education, Health and Human Services / School of Foundations, Leadership and Administration

This study aimed to identify student perceptions of readiness to practice based on the self-assessment and preceptor scores, as well as post-graduation feedback in relation to their achievement goal orientation and evaluation scores of clinical skills and professional and personal skills. Post-graduation feedback, obtained through open-ended survey questions related to student educational experiences, allowed for an understanding of students' transition into professional practice. A mixed-methods approach was used. The Achievement Goal Questionnaire-Revised (AGQ-R) was used to determine student achievement goal orientation. Assessment scores from students and preceptors were obtained through the ATrackTM system, and student perceptions of their educational experiences were received from open-ended survey questions. Analysis of the quantitative data demonstrated that there was no significance between student self-evaluations and preceptor evaluation scores collectively or categorically. Additionally, there were no significant relationships between student self-evaluations and achievement goal orientations collectively or categorically. Qualitatively, participants found that the pandemic of COVID-19, and the shortage of opportunities for real-life experiences resulted in a lack of exposure to authentic situations and hands-on practice limiting them for professional practice. Conversely, many of the participants felt the diverse clinical rotations and clinical practice and competencies led them to feel prepared for their transition to professional practice as certified athletic trainers.

Committee: Kimberly Peer (Committee Chair); Jacob Barkley (Committee Member); Hannah Harnar (Committee Member) Subjects: Education; Health Care; Health Education; Health Sciences

Doctor of Education (Ed.D.), University of Findlay, 2021, Education

Athletic training educators come from the ranks of the athletic training profession. Educators enter their teaching role with varied levels of preparation for the tasks required of faculty employment. The literature suggests a variety of methods used to develop athletic training educators, methods that begin while being schooled and continue throughout employment. The purpose of the study is to identify the teaching preparation novice athletic training faculty have upon employment and how those faculty are professionally developed to become effective. A mixed-methods study examined the development of athletic training educators. The Pedagogical Content Theory and Pedagogies of the Professions as articulated by Shulman formed the foundation for this study. The survey solicited demographic information, a teaching self-assessment, and completion of various activities designed to improve the ability to teach. 80 athletic training faculty members from CAATE accredited education programs completed the survey. From a pool of survey volunteers, four were selected to complete interviews. Survey data was analyzed using t-tests, chi-square analysis, with Bonferroni correction. No correlations were identified. Interview results indicate a relationship between being an athletic training clinician and being an effective educator. Informal mentoring was the most often identified method of professional development for educators. Educators develop their own teaching methodology based on a foundation of how they were taught and developed from there. Informal mentoring appears to impact teaching ability. Effective professional development of athletic training educators is evolving. Through this research, those employing athletic training educators will better serve their students and faculty.

Committee: Gwynne Rife PhD (Committee Chair); Jon Brasfield PhD (Committee Member); Ryan Musgrave EdD (Committee Member) Subjects: Higher Education

Doctor of Education (Ed.D.), University of Findlay, 2019, Education

Athletic training education is evolving which increases the importance of retaining athletic training students in athletic training programs. Research has demonstrated that athletic training students are motivated to persist through an athletic training program, however, the type of motivation has not been studied. This study aims to analyze professional athletic training students' achievement goal orientation and grit scores as they relate to their persistence in athletic training programs. A mixed-methods approach utilizing the grit scale, achievement goal orientation survey, and open-ended questions to understand bachelor- and master-level professional athletic training students' approach to persisting in an academic program. Analysis of the data demonstrated that athletic training students believe persistence, academic and clinical experiences, passion for the profession, knowledge retention, and key mentors and support play roles in their persistence through athletic training programs. Also, there are no differences in grit scores or achievement goal orientation between bachelor- and master-level athletic training students (p>.05). However, there is a difference between the achievement goal orientations (mastery, performance-approach, performance-avoidant, work-avoidant) in all athletic training students (p<.001). Mastery is significantly higher than all other achievement goal orientations. Also, grit and mastery goal orientation have a moderate positive correlation (r=.379, p<.001) and all other achievement goal orientations have a significant negative correlation with grit. Therefore, educators need to understand how students are motivated to provide the support which reflects their needs to maintain drive and passion for athletic training.

Committee: John Cindric (Committee Chair); Kimberly Peer (Committee Member); Chris Moser (Committee Member) Subjects: Education; Health Care; Higher Education; Sports Medicine

Doctor of Education (Ed.D.), University of Findlay, 2018, Education

Studies examining the impact interpersonal communication skills have on patient satisfaction, outcomes, and patient compliance have been conducted in healthcare. In addition, athletic training research suggests communication is a top attribute observed when hiring, yet many athletic trainers are deficient in their ability to communicate effectively. Although communication skills are highly important in athletic training, little research exists on how to teach such skills in athletic training programs. This was a mixed methods treatment randomized baseline post-test control group study designed to determine the effectiveness of a six-week communication skills training on athletic training students' interpersonal communication skills during initial patient encounters, whether athletic training students utilize effective interpersonal communication in the athletic training clinical education setting, and to understand athletic training students' perceptions of their interpersonal communication skills. Data were collected from 8 (n=8) athletic training students enrolled in an athletic training professional program during fall 2018 using a modified Calgary-Cambridge Observation Guide-Medical Skills Evaluation during patient encounters with a standardized patient. Results indicated athletic training students improved their communication skills over time by a mean score of 10 points out of 120 points once taught communication skills. Students perceived their communication skills to improve by a mean of 24.38 points out of 120 points, which research suggests this may be due to the student being less confident in a skill. Athletic training students' communication scores improved by a mean score of 23.75 out of 120 points when provided an opportunity to apply the skills learned in clinical practice.

Committee: Chris Moser (Committee Chair); John Cindric (Committee Member); Susan Stevens (Committee Member); Cheri Hampton-Farmer (Committee Member) Subjects: Education; Health Care; Higher Education; Pedagogy; Sports Medicine; Teacher Education; Teaching

Master of Science, University of Akron, 2017, Physical Education-Sports Science/Coaching

The purpose of this current study was to describe and evaluate the status of high school strength and conditioning for high school football teams in the state of Ohio from the perspective of high school athletic directors (ADs). The researchers created and sent 677 online questionnaires to every high school AD in the state of Ohio whose program had a football team. Of the 677 outgoing questionnaires, 157 were returned. Results found that ADs are aware of who is acting as the strength and conditioning coach (SCC) within their program, feel that the position is important, and predict that the position will grow in the future. It was also found that most individuals acting as the SCC did not hold relevant certifications and are thus, deemed unqualified to hold the position of SCC. Of the uncertified individuals, most were head football coaches, assistant coaches, or teachers who implemented the strength and conditioning activities. Based on previous research, this suggests that these individuals may not be qualified to safely implement strength and conditioning to high school level athletes (Couture et al., 2015; Mcgladrey et al., 2014; Pote & Christie, 2016). An increase in qualified SCCs at the high school level shall provide the athletes with a safer, more successful experience (Baechle & Earle, 2008; Gucciardi et al., 2009; Zatsiorsky, 2006).

Committee: Mathew Juravich (Committee Chair); Ronald Otterstetter (Committee Member); Kornspan Alan (Committee Member) Subjects: Health Sciences; Physical Education; Physiology; Sports Management

Master of Science (MS), Ohio University, 2014, Athletic Training (Health Sciences and Professions)

The Commission on Accreditation of Athletic Training Education (CAATE) requires the integration of the fifth edition of the Athletic Training Education Competencies (Competencies) into the academic content of professional athletic training programs. CAATE also requires athletic training programs to provide outcomes measures that evaluate all aspects of the educational program, including student learning. While assessment tools have been developed based on earlier editions of the Competencies, a tool based on the fifth edition has not yet been published. Therefore, this project sought to develop and validate a knowledge assessment tool that effectively measures the material included in the fifth edition of the Competencies. To accomplish this aim, test items based on the Competencies were reviewed by an expert panel and then given to students enrolled in professional athletic training programs. Item analysis was performed on the results to establish a test blueprint.

Committee: Chad Starkey (Advisor) Subjects: Educational Tests and Measurements; Health Sciences; Sports Medicine

Doctor of Philosophy (PhD), Ohio University, 2012, Curriculum and Instruction (Education)

The Commission on Accreditation of Athletic Training Education (CAATE) requires all accredited Professional Athletic Training Education Programs, masters and baccalaureate, to teach and assess each competency found in the National Athletic Trainers' Association (NATA) Athletic Training Educational Competencies. Through this requirement, it is evident that the competencies are being taught in the professional ATEPs. However, there is a gap in the literature addressing athletic trainers' perceptions about their academic preparation. This study surveyed entry-level athletic trainers to ascertain their perceptions on how well their professional ATEP prepared them to enter the profession. Self-perceptions were acquired from graduates of professional masters and baccalaureate programs across each of the 12 content areas identified in the 4th edition of the NATA Athletic Training Educational Competencies. To address the purpose of this study, a survey instrument was created. This instrument used competencies from the 4th edition of the NATA Athletic Training Educational Competencies to create 12 scales consisting of four to six items each. One-thousand entry-level athletic trainers were invited to participate in the study. With an initial response rate of 26.8%, usable data was identified for 182 respondents. This sample included graduates from professional masters and professional baccalaureate ATEPs. The web based survey was administered via Qualtrics and data were analyzed with SPSS. A non-experimental design with a 2x12 between-within repeated measures ANOVA was used in this study. No main effect was observed from the independent grouping variable. Respondents from professional masters programs did not perceive their education differently than respondents from professional baccalaureate programs. A main effect was observed for the within groups factor. There was a statistically significant difference observed between the 12 content areas. A post hoc analysis revealed (open full item for complete abstract)

Committee: Ralph Martin (Committee Chair); George Johanson (Committee Member); Chad Starkey (Committee Member); Jacqueline Williams (Committee Member) Subjects: Education; Sports Medicine

Doctor of Philosophy (PhD), Ohio University, 2003, Educational Research and Evaluation (Education)

This study investigates if differences exist in students' and instructors' ethical ideologies and ethical decision-making. Ethics comprises only a small portion of the athletic training curriculum, which is a competency-based model. Ethical decision-making, however, is vital to practice effectively across clinical settings, and an individual's ethical ideology may affect athletic training practitioners' ethical decision-making abilities. The Ethics Position (EPQ) and Dilemmas in Athletic Training Questionnaires (DAT-Q) assessed respondents' ethical ideologies and ethical decision-making. Respondents (N = 598) included 373 females (62.4%) and 225 males (37.6%), ranging in age from 18 to 63 years (M = 23.5, SD = 6.3). Principal components factor analysis with varimax rotation revealed both the EPQ and DAT-Q to possess reasonable construct validity. Internal consistency of the EPQ's idealism and relativism subscales and the DAT-Q scale were .79, .72 and .82, respectively. Overall, respondents reported higher idealism (M = 37.56, SD = 4.91) than relativism scores (M = 31.70, SD = 4.80). The mean DAT-Q score for all respondents was (M = 80.76, SD = 7.88). The research design incorporated three separate 2 (gender) x 3 (educational status) factorial ANOVAs utilizing idealism, relativism and DAT-Q scores as dependent measures. The main effect for gender illustrated that males reported significantly higher relativism scores, F (1, 592) = 9.183, p < .05, η² = .015, than females. The main effect for educational status revealed significant differences between students' and instructors' idealism, F (2, 592) = 3.99, p < .05, η² = .013, relativism, F (2, 592) = 15.53, p < .001, η² = .050, and DAT-Q scores, F (2, 592) = 8.06, p < .001, η² = .027. Post–hoc analysis using Tukey's HSD indicated instructors possessed lower idealism and relativism scores and higher DAT-Q scores than students. Findings do not support changes in athletic training educational practices to address gender sp (open full item for complete abstract)

Committee: Ralph Martin (Advisor) Subjects: Health Sciences, Education

Ed.D., Antioch University, 2024, Education

The purpose of this study is to understand the prevalence of faculty members' abilities to incorporate cultural humility into their Masters of Science in Athletic Training (MSAT) program curriculum and barriers they feel they face in implementing this into regular practice. There is a severe lack of focus on issues pertaining to social justice within the athletic training profession, and implementation of cultural humility skills into MSAT programs can help address the systemic injustices within athletic training healthcare delivery. While there has been a focus on cultural competency in athletic training education, there is little to no current research on cultural humility and how it is used in programs currently, nor how comfortable faculty members are with teaching their students cultural humility in intentional and effective ways. A qualitative method was utilized to explore the research question, and to understand perceived barriers to implementation of culturally humble training within the current curriculum. Faculty members at accredited institutions were interviewed virtually, and it was determined that cultural humility is taught to various degrees within differing programs. Student identity, faculty identity, social determinants of health, open-mindedness, and commitments to action are some themes identified within the work. Identified barriers include time, identity, and legislative restrictions. This study looks to provide a foundation so future research can shift the focus to patient-centered care techniques that will serve people of all identities and backgrounds. Athletic training needs to become a pioneer profession of equitable and compassionate healthcare, setting the standard for other professions to overcome systemic inequities that decrease the quality of care delivered to diverse and historically marginalized patient populations. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://e (open full item for complete abstract)

Committee: Leslie Jackson Ph.D. (Committee Chair); Emiliano Gonzalez Ph.D. (Committee Member); Christina Davlin-Pater Ph.D. A.T.C., E.M.T. (Committee Member) Subjects: Curriculum Development; Education; Educational Evaluation; Health; Health Education; Health Sciences; Higher Education; Minority and Ethnic Groups; Multicultural Education; Pedagogy; Sports Medicine; Teacher Education

Doctor of Philosophy, University of Toledo, 2023, Exercise Science

Athletic populations commonly suffer from various injuries to the back, hip, and knee. Common risk factors, often in the form of movement patterns or strength deficits, have been identified for injuries that negatively impact sport performance or the ability to participate in sport. These common risk factors may be suggestive of a proximal cause-the lumbopelvic-hip complex (LPHC). The LPHC is the center of the kinetic chain and is important for optimal force generation and distribution to the lower extremity during athletic movements. LPHC stability can be defined as the ability of the trunk to maintain optimal positioning over the pelvis and lower extremity in the presence of perturbations. Additionally, LPHC stability can be considered the combined muscular strength, endurance, and sensorimotor control of the muscles and fascia within the complex. Deficits in LPHC stability have been related to movement patterns that are related to increased injury risk and incidence of injury. The proposed connections between LPHC stability and injury risk prompt recommendations for inclusion of LPHC stability training in injury prevention efforts. To better understand the emphasis that should be placed on LPHC stability training for the purpose of injury prevention or rehabilitation, it is important to further investigate the mechanisms by which LPHC stability relates to injury risk factors, and whether improving LPHC stability results in relevant functional changes. Our population of interest included university club sport athletes who are regularly at risk for injury due to their participation in sport, but represents a more recreational population that commonly do not have access to outside training regimens or clinical interventions. In manuscript 1, we explored the relationships between clinical measures of LPHC stability, trunk kinematics, and the margin of stability during landing tasks. Because the head, arms, and trunks make up 70% of the body's mass, control of trunk m (open full item for complete abstract)

Committee: Amanda Murray (Committee Chair); Grant Norte (Committee Member); Lauren Mangum (Committee Member); Neal Glaviano (Committee Member); David Bazett-Jones (Committee Member) Subjects: Biomechanics; Health Sciences; Kinesiology; Rehabilitation; Sports Medicine

EDD, Kent State University, 2023, College of Education, Health and Human Services / School of Foundations, Leadership and Administration

The purpose of this research was to explore the perceived levels of confidence among an early professional athletic trainer through one large metropolitan health system through an onboarding program. Secondary to the exploration of one's confidence level, this research examined the perceptions and barriers to developing an onboarding program within this system. Using an interpretive case study design, the participant completed a 10-week onboarding program developed by the student investigator that sought to foster improvement in clinical confidence. Due to initial study design flaws, the pre and post data originally collected was unable to be utilized for statistical analysis. Following the onboarding program, the participant completed a semi-structured interview where he shared his experience during the onboarding process and the perceived needs of his transition to practice (TTP) period as an early professional athletic trainer. The research utilized Durkheim's socialization theory as the conceptual framework of the interpretive case study foundation and utilized a phenomenological approach to allow Lucas to share his lived experiences during the TTP period. Through the case study interview, the findings established six key perspectives (time, administrative responsibility, self-confidence, technology, onboarding mentor, and clinical reasoning development) as key constructs for development of onboarding programs specific to sports medicine.

Committee: Kimberly Peer (Advisor); Paul Geisler (Committee Member); Hannah Harnar (Committee Member) Subjects: Education; Educational Leadership; Health Care; Health Sciences; Kinesiology; Sports Medicine

Master of Athletic Training, Marietta College, 2023, Athletic Training

Objective/Context: For most athletes, their athletic trainer is the healthcare provider with whom they interact the most while for others, ATs are the only health care professionals they interact with. It is crucial that ATs can assess and implement strategies that account for SDH in athletes. The purpose of this study was to explore the relationship between the number of years certified as an athletic trainer in the college and secondary school settings and perceived knowledge of factors and confidence in the implementation of interventions to address social determinants of health (SDH) when treating patients. Design and Setting: Cross-sectional survey Participants: This study utilized the NATA survey service for participant recruitment and convenience sampling of the Marietta College Athletic Training staff, previous preceptors, and social media. This study targeted certified athletic trainers currently practicing in the collegiate or secondary school setting. A total of 69 participants completed the survey, 44 participants identified as female and 25 as male. The average age of participants was 38 + 11.61 years old and had been certified as an athletic trainer for 15.6 + 10.76 years. 31 participants currently worked in the college/university and 38 participants were currently practicing in the secondary school setting. Participants held a variety of academic degrees; 17 reported an academic doctorate (Ed.D, Ph.D), 15 had a clinical doctorate (DAT), 20 individuals held a master's degree, and a 17 reported a bachelor's degree. Intervention: Participants completed an electronic survey consisting of demographic, Likert-style, and open-ended questions that assessed the perceived level of knowledge and confidence of implementing interventions to address social determinants of health. The questionnaire was developed by the researcher then reviewed by content experts. Main Outcome Measure (s): To address research question 1 independent t-test was used to determine if th (open full item for complete abstract)

Committee: Elena Robinson DAT, AT, ATC (Committee Member); Chyrsten Gessel EdD, AT, ATC (Committee Chair) Subjects: Sports Medicine

EDD, Kent State University, 2023, College of Education, Health and Human Services / School of Foundations, Leadership and Administration

The purpose of this study was to explore the experiences of communication based simulated patient experience in graduate-level athletic training students and athletic training educators and clinical practitioners serving as mentoring coaches. This mixed methods study included the evaluation of the perceived confidence of athletic training students following simulated patient experiences. Students completed a post confidence survey using the NLN Student Satisfaction and Self-Confidence in Learning, and students and mentoring coaches completed a written reflection following the experience. Participants included 14 athletic training students within a first year cohort and four mentoring coaches. Findings from the survey results include positive mean scores for overall perceived confidence following the simulated patient experience in athletic training students. Student reflections described themes of a positive experience, confidence growth, and focus on patient centered care. Mentoring coach reflections included three themes of challenges during debrief, providing different perspectives, and self-reflection during the experience.

Committee: Kimberly Peer (Advisor); Kasee Hildenbrand (Committee Member); Jeffery Huston (Committee Member) Subjects: Health Care; Health Education

Doctor of Philosophy, University of Toledo, 2022, Educational Psychology

Clinical education is a vital aspect of preparing future health care professionals and despite the associated challenges, the benefits are numerous. Many strategies have been employed to optimize student learning, including the recent trend of implementing clinical logbooks in athletic training programs. Spurred by evidence from other health care fields that suggested logbooks are supportive of factors known to optimize clinical education experiences, the study employed a phenomenological method to better understand the experience of using a clinical logbook from the perspective of a student. The description of the phenomenon was organized into nine themes and several subthemes. These themes were then examined through the lens of the Self-Determination, Expectancy Value, and Self-Regulated Learning Theories, thus illuminating several potential explanations for the benefits and frustrations students experience when using logbooks. When implemented in a manner that builds upon the connections to these theories, patient encounter logbooks show promise of benefit to athletic training students because they are supportive of self-monitoring as well as the fundamental needs for autonomy, competence, and relatedness, and facilitative of high-quality motivation.

Committee: Revathy Kumar (Committee Chair); Vicki Dagostino (Committee Member); Lynne Hamer (Committee Member); Stacy Walker (Committee Member) Subjects: Educational Psychology

Master of Science, University of Toledo, 2021, Exercise Science

Context: Patients continue to report high-reinjury rates, low rates of return to sport (RTS), and poor long-term function, with only 44-55% of athletes reaching full return to competitive sports. RTS tests inadvertently fail to consider the complex dynamics of sport (e.g. reactive and cognitive-motor demands associated with rapidly changing environment), which may threaten their utility in preventing subsequent injury. Objective: To establish within and between session test-retest reliability of two novel reactive agility tasks (Aim 1) and to assess the influence of a challenging visual constraint (e.g. stroboscopic visual field disruption) on participants' reaction time, time to target, total targets achieved and time to completion (Aim 2) Design: Descriptive case series with a test-retest design. Participants: Three healthy, physically active participants (Male n = 1 Female n = 2) aged 18-30 years old participated. Intervention: Participants completed two novel reactive agility tasks in a randomized order. Each participant completed 2 sessions approximately 7 days apart. Each session consisted of two sub-sessions that were identical excluding task order randomization and the addition of stroboscopic glasses during session 2b. After each task the participants completed the NASA-TLX survey. Main Outcome Measures: Task 1 outcomes included: Average Reaction Time (seconds), Average Time To Target (seconds), Number of Target Deactivations (n = #) Task 2 outcomes included: Average Time To Target (seconds), Number of Target Deactivations (n = #), Time to Completion (seconds). The NASA-TLX survey results were included as a secondary outcome measure for both tasks. Results: Overall, the ICC values for within and between session reliability of reaction time were moderate to weak and with wide confidence intervals (within: ICC = 0.782, 95% CI .000-.994, between: ICC = 0.318, 95% CI .000-.975). ICC values for time to completion, time to target and number of target de (open full item for complete abstract)

Committee: Grant Norte PhD, ATC, CSCS (Committee Chair); David Bazett-Jones PhD, ATC, CSCS (Committee Member); Amanda Murray PhD, DPT, PT (Committee Member) Subjects: Health Care; Health Sciences; Kinesiology; Neurosciences; Physical Therapy; Rehabilitation; Sports Medicine

Master of Science in Allied Health (MSAH), Otterbein University, 2020, Health and Sport Sciences

Athletic Training Education Programs are in the midst of major clinical and educational reforms following the release of the Strategic Alliance Degree Statement under the direction of the Commission on Accreditation of Athletic Training Education (CAATE). Athletic Training has historically been a bachelor's-level entry degree. The new degree standards under CAATE will make the profession a master's-level entry degree. Limited research exists on how the Strategic Alliance Degree Statement and the transition of the degree will affect the profession of Athletic Training in the short or long term due to the limited number of programs who have already completed the transition. In response to this, a 17 question web-based survey was distributed to Athletic Training Program Directors and Clinical Education Coordinators throughout the state of Ohio to assess their individual and institutional responses to the mandatory program transition and reform efforts. Results of the survey reflected the division of perspectives on the benefits and short-comings of such educational reform. A total of twelve institutions throughout the state of Ohio were represented in the responses. Roughly 56% of the respondents thought the transition would overall benefit the profession while the other 43% regarded it as harmful to the profession, partially on the account of so many programs being eliminated due to the combination of financial costs of the transition and low-enrollment rates. Financial cost was a frequently cited concern in the potential success of the transition, with 24% of respondents estimating costs of $30,000 or more in order to support a transition of bachelor's programs to master's entry-level programs.

Committee: Joan Rocks PhD, ATC, LAT (Advisor); Paul Longenecker RN, MBA, PhD (Committee Member); Erica Van Dop MS, ACE-CPT, ACSM-GEI, TSAC-F  (Committee Member) Subjects: Education; Health Care; Higher Education; Higher Education Administration; Sports Medicine