Clinical Integration Summary

Before the in detail beginning of this article, it gives a summary of the context, the objective, the design, the setting, patients/other participants, interventions, what the main outcome measures and the results along with the conclusions. The in-depth portion of this article starts out by discussing the initial attention that goes into understanding how the young trainers integrate into the roles as students and as athletic trainers. Integration is vital when it comes to a student’s academic and professional life but professionals have started to shift their focus towards students’ experiences while they are involved with clinical education. Clinical education, defined by Dodge et al, focuses on a student’s ability to assimilate into entry-level
93 senior-level ATSs and 33 students, those with major changes were involved in order to gain an understanding of the effect of clinical education placement on integration. Students that had taken part in the research completed an average of four ± 2 clinical education rotations, for 545 clinical rotations, those that were not formally admitted into the athletic training profession were not included in this study. The purpose of the clinical integration scale is to evaluate a student’s level achieved in each of their clinical rotations. The scale uses 11 items that assess aspects of the clinical experience that contribute to overall integration into clinical education. Items were scored on a 6-point Likert scale (one = strongly disagree; two = disagree; three = slightly disagree; four = slightly agree; five = agree; six = strongly agree). Thirteen out of eighteen program directors agreed to do the study. Once the study was approved by the program directors, a researcher traveled to five different institutions and gave the survey to senior-level students; all surveys were completed and collected by the researcher. For the schools that did not approve the in-house surveys, the packets were mailed to the
This then brought up the questions; can clinical placement create more opportunities for students to become more involved in the athletic training area? This study is the first to actually look at clinical placement from individual sports and the setting of their education. It is seen that secondary school supervisors in athletic training are more humanistic, tend to treat the students more as peers, and are more likely to find more opportunities at their disposal. Students who are stuck doing repetitive tasks usually experience frustration more, become disconnected, and are less willing to be invested into their integration into the clinical field. High school settings seem to offer students more opportunities to become involved with clinical integration than any other type of schooling, research has showed. It is seen as more engaging and offers a more meaningful experience for the student, although there are tasks that come about as a nuisance such as kit restocking and ice chest cleaning, teachers at the high school level provide hands on learning versus observational learning which ultimately creates a much more intriguing experience. Unlike it states in textbooks, students rate the training clinic as a place that offers little to nothing for them compared to other placements in the field. Some students say that their teachers are less involved and instruct them to