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PubMed2005

[Analysis on the incidence and relevant risk factors of campus violence among college students].

OBJECTIVE: To study the incidence and risk factors of campus violence and to provide evidence for preventing campus violence among college students. METHODS: 5300 college students in two universities in a province of China were selected to participate in the study and were interviewed with questionnaires. Logistic regression was used for data analysis. RESULTS: (1) In total, 3910 useable questionnaires were gathered to show a response rate of 73.77%. 17.98% of the college students reported they had ever experienced campus violence in the last one year. 29.60% of the male students experienced campus violence so as 7.27% of the female students. The incidence of violence among male students was significantly higher than those of female students (chi2 = 329.89, P = 0.000). (2) Among male students who were victims of campus violence, the incidence rates of threat or blackmail, emotional abuse, physical assault, verbal sexual harassment, sexual assault were 18.03%, 13.97%, 10.77%, 0.85%, 0.48% respectively. Among female students who were victims of campus violence, the incidence rates were 3.64%, 5.84%, 1.38%, 1.33%, 1.13% respectively. The main source of the violence was from their schoolmates. (3) 10.40% of the male students reported they were perpetrators of campus violence in the last year, while 1.47% of the female students reported so. Schoolmates were the main subjects of their aggressive behaviors. (4) Among the college students who were victims of campus violence, logistic regression analysis revealed that smoking, drinking alcohol, frequently getting computer online were important risk factors. The OR values were 1.48, 2.96, 1.66 respectively. Among college students who were perpetrators of campus violence, the OR values were 2.92, 1.88, 2.09 respectively. CONCLUSION: Campus violence among college students was serious, suggesting that intervention measures should be taken.

China↗
PubMed2006

[Patients--a useful resource when evaluating medical students' clinical practice?].

BACKGROUND: Many medical students experience that they do not get satisfactory feedback during their general practice preceptorship. We wanted to explore whether an evaluation questionnaire answered by patients could be a useful tool for students and tutors. MATERIAL AND METHODS: The Department of General Practice and Community Medicine at the University of Oslo invited medical students who attended general practice preceptorship during spring 2005 to participate. The questionnaire consisted of eight questions regarding the consultation. Both tutors and students also considered the benefits of the evaluation form in a subsequent questionnaire. The answers to both of the questionnaires were analysed statistically. Some students were organised into focus groups that discussed the use of patient questionnaires before and after the preceptorship period. RESULTS: 648 patients answered questionnaires following 36 students' independent consultations. The patient, the observing tutor and the student assessed 63 of these consultations. The patients scored eight issues with mean values from 4.3 to 5.0, with 5.0 being the best possible result. The questionnaires from the observed consultations showed that the tutors' assessment did not differ from the patients' on five out of seven compared issues. The tutors gave higher scores on the subject of the student's use of complicated language, and lower on the subject of physical examination. The students' self-assessment was significantly lower in six out of seven issues. The reactions to the questionnaire from both tutors and students were mixed. The students expressed that the use of questionnaires might contribute to better feedback from the preceptors or to obtain more independent consultations. INTERPRETATION: The students' consultations received a very high score from both patients and tutors, while the students themselves scored their own achievements lower. The evaluation questionnaires may be useful tools to improve feedback to students on their consultations in the preceptorship period.

Clinical Clerkship↗
PubMed1991

A comparison of stresses experienced by home and overseas students of radiography.

The present study indicates that student radiographers, on the whole, experience stresses similar to those of other healthcare student groups. Students are more stressed due to pressure relating to the curriculum and demands of radiography education and training. Students were also anxious when having to deal with death and severely ill patients. Poor inter-personal relationships coupled with lack of adequate support, especially from senior members of staff, is another area of concern. Literature on social support does suggest that with adequate support groups the effects of stress can be reduced. While it is clear that overseas student report more stress than home students, it remains unclear whether this finding is due to their actual experience or to a tendency to report problems more intensely on questionnaires. The present sample of overseas students indicates that they have similar stresses as those of home students, especially academic work and inter-personal relationships. One area that produced significant differences between the two groups was the 'feeling of homesickness', which produced greater distress among overseas students. This was not an unexpected finding and available literature on overseas students does suggest this problem. However, an interesting finding in this study is that overseas students feel unhappy over the quality of their education and career choice, and are lacking in motivation. Although such feelings exist among home students they are of more concern to overseas students. It is not possible to identify the cause of such feelings but they could be due to feelings of homesickness which produces negative evaluation of the curriculum. On the other hand, further work needs to be done to identify whether radiography education and training fails to fulfill the aspirations and career needs of the overseas students.

Adult↗
PubMed1993

[Attitude of students to physician's health behavior--an analysis of attitudes and behavior].

A total of 419 students in the first half of their curriculum (243 medical students, 39 engineering students, 36 sociology students and 101 law students) replied to a self-administered questionnaire during autumn 1988 and spring 1989. The questionnaire was concerned with health and included, among other things, their attitudes to doctors' health behaviour. The objects of the questionnaire were 1) to reveal the number of restrictive students who consider that doctors should show a good example as regards health behaviour e.g. as regards smoking, alcohol consumption, diet and physical exercise), 2) to characterize the social profiles of the restrictive students, 3) to assess whether the attitudes and behaviour are in agreement and 4) to assess whether the proportion of restrictive medical students differs from the other students. The result of the questionnaire reveals that 44.4% of all the students were restrictive. The social profiles of these students showed a slight difference from those of the non-restrictive students but only as regards variables related to health behaviour. No difference was found in the degree of restrictiveness in medical students and the remaining students. In addition, the investigation revealed that there was only a slight association between attitudes to doctors' health behaviour and their own health behaviour.

Adult↗
PubMed1998

[Hospital medical students: a population at risk for accidental exposure to blood].

OBJECTIVE: Infections transmitted by blood such as viral hepatitis B and C or human immunodeficiency virus (HIV) are a true threat to health care workers. As medical students are exposed to accidental contamination during their hospital activities, we conducted a survey among medical students in Nice France to determine the frequency and circumstances of needle prick accidents and how the risk of blood exposure is managed. METHODS: A survey was conducted between December 1 and December 15, 1996 among second cycle medical students. An anonymous questionnaire was proposed to all students attending mandatory faculty classes. A blood-exposure accident was defined as a needle prick or a cut caused by another sharp object which occurred in the hospital. RESULTS: Among the 237 students enrolled in the classes, 200 (84%) responded to the survey. Among these, one-quarter had experienced a blood-exposure accident by needle prick. For students terminating their second cycle, this rate was 37%. In 58% of the cases, the accidents had occurred when the students were on duty (excepting hospital training courses). Blood drawing for gas measurements was the most frequent circumstance (44%). Only 39% of the students had declared the accident and 51% had had a serology control within 2 months. The serological status of the source patient was unknown to the students in nearly half the cases. Only one out of two students applied elementary safety measures systematically (gloves, not recapping the needle). Only 13% of the students stated they had received information about blood-exposure accidents and their prevention and less than 50% had a correct notion of the risk of hepatitis B and C and HIV transmission by needle pricks. CONCLUSION: The incidence of blood-exposure accidents in hospital medical students is high and probably underestimated by official statistics due to the low declaration rate. Measures should rapidly implemented to inform and train students on prevention. Our units are currently working with students, the medical faculty and the occupational medicine unit to reach these objectives.

Accidents, Occupational↗
PubMed1998

Ethical issues and critical thinking: students' stories.

Through the stories told by these students it is evident that beginning students do think critically and act ethically during their first clinical nursing course. Ethical dilemmas involving students and staff, patients, faculty, and peers depict beginning students' development of values as they evolve into professionals. The conscientiousness and caring displayed by beginning students is apparent from students' shared perspectives. It is particularly encouraging that they seemed to focus more on values and cognitive aspects of patient care than on primarily technical psychomotor skills such as taking blood pressures and giving injections. Teaching beginning students is a challenge because the educator's role is twofold: Help students build a foundation for developing ongoing critical thinking abilities and help students develop an ethical view of patient care. Further exploration of critical thinking and ethical decision making should emphasize the mutual student-educator roles in facilitating self-awareness, through conscious awareness of their beliefs, values, feelings, and multiple perspectives. Because nursing emphasizes the human element and student nurses deal with human lives, educators play a vital role in facilitating the development of beginning students as critical thinkers and as ethical nurses. The most knowledgeable and most psychologically mature faculty are needed to teach beginning nursing students. Through ongoing reflection and critical thinking, nurse educators can help beginning students to identify and develop multiple perspectives on the ethics of nursing practice.

Clinical Competence↗
PubMed2000

Prevalence of health risk behaviors among Asian American/Pacific Islander high school students.

PURPOSE: [corrected] To compare the prevalence of selected risk behaviors among Asian American/Pacific Islander (AAPI) students and white, black, and Hispanic high school students in the United States. METHODS: The national Youth Risk Behavior Survey conducted in 1991, 1993, 1995, and 1997 by the Centers for Disease Control and Prevention produced nationally representative samples of students in grades 9 through 12 in all 50 states and the District of Columbia. To generate a sufficient sample of AAPI students, data from these four surveys were combined into one dataset yielding a total sample size of 55, 734 students. RESULTS: In the month preceding the survey, AAPI students were significantly less likely than black, Hispanic, or white students to have drunk alcohol or used marijuana. AAPI students also were significantly less likely than white, black, or Hispanic students to have had sexual intercourse; however, once sexually active, AAPI students were as likely as other racial or ethnic groups to have used alcohol or drugs at last intercourse or to have used a condom at last intercourse. AAPI students were significantly less likely than white, black, or Hispanic students to have carried a weapon or fought but were as likely as any of the other groups to have attempted suicide. CONCLUSIONS: A substantial percentage of AAPI students engage in risk behaviors that can affect their current and future health. Prevention programs should address the risks faced by AAPI students using culturally sensitive strategies and materials. More studies are needed to understand the comparative prevalence of various risk behaviors among AAPI subgroups.

Adolescent↗
PubMed2003

Effectiveness and student perceptions of standardized radiology clerkship lectures: a comparison between resident and attending radiologist performances.

RATIONALE AND OBJECTIVES: The authors' objective in this study was to determine whether radiology residents can effectively substitute for attending radiologists in delivering standardized lectures to medical students, without a decline in student performance on examinations or perception of the clerkship lectures. MATERIALS AND METHODS: Between September 2001 and July 2002, 40 3rd- and 4th-year medical students in the radiology clerkship at Rhode Island Hospital were given 11 standardized PowerPoint presentations. Half of the students were lectured by attending radiologists, and the other half were given the same lectures by radiology residents. At the end of each lecture, students completed surveys regarding their perceptions of the lecture. At the end of each clerkship, a written examination was administered to the students. The results of the surveys and the written examinations were then analyzed to determine whether there were significant differences between the perceptions and performances of these two student groups. RESULTS: There was no significant difference regarding the perceived overall lecture quality and no significant difference in final examination performance between the two student groups. Lectures by residents were perceived as having an environment in which students felt more comfortable asking questions. Attending radiologist lecturers, however, were perceived to have a greater ability to answer student questions, as well as to ask more appropriate questions of students. CONCLUSION: Radiology residents were as effective overall as attending radiologists at presenting standardized lecture material to medical students, with no difference in student perception of overall lecture quality or in student performance on examinations.

Clinical Clerkship↗
PubMed1999

Does a student log provide a means to better structure clinical education?

CONTEXT: In order to optimize student learning during clinical rotations, the learning situation could be better structured. A student log was developed in order to improve the structure of clinical education. In this log, students systematically register essential learning activities. Students record daily the patient problems with which they had been confronted and in which fashion (passive, active, without or with feedback). OBJECTIVES/RESEARCH QUESTIONS: Two questions were addressed. Firstly, did the log provide insight into the content and nature of students' learning experiences and did these learning experiences differ between hospitals? Secondly, was the log used by students, supervisors and the faculty to improve the structure of student learning during clinical education? METHOD: Three student logs, used in an ear, nose and throat, an ophthalmology and a paediatrics clerkship at the Medical School of the University of Maastricht, were developed and implemented. In order to answer the first question, a number of completed student logs were analysed. In order to answer the second question, students were asked to rate the log on five evaluative statements. In addition, the clerkship coordinators were interviewed. RESULTS: The results showed that the logs provided the clerkship coordinators with a useful overview of the content and nature of students' learning experiences in the hospitals. The differences between hospitals were small. However, the logs were not used by students, supervisors and faculty to improve the structure of student learning. CONCLUSIONS: In order to be effective, i.e. to better structure clinical education, a student log should be integrated into the supervision activities.

Clinical Clerkship↗
PubMed1997

A comparison of two methods to teach smoking-cessation techniques to medical students.

PURPOSE: To evaluate two smoking-cessation practice exercises, one using standardized patients (SPs), the other using role playing by medical students. METHOD: In the spring of 1994 all 120 first-year University of California, San Francisco, School of Medicine Students were given lectures on the health effects of smoking and how physicians can help patients quit. Afterward some of the students were randomly assigned to two groups in which to practice counseling patients: Group 1 (n = 35) used SPs, Group 2 (n = 37) used role playing. Each of the Group 1 students practiced smoking-cessation techniques with an SP; the SP evaluated the student on cognitive and communication skills, assigned an overall rating, and provide feedback using a standardized form. The Group 2 students (as well as the 48 students not assigned to a group) role-played in pairs and used the same form to provide feedback. All the students evaluated their respective practice practices. Two weeks later 24 Group 1 and 31 Group 2 students participated in a clinic-skills-assessment exercise using SPs. As in the Group 1 practice exercise, each student was evaluated by an SP on cognitive and communication skills and assigned an overall rating. Data were analyzed through a number of statistical methods. The cost of the SP program was determined. RESULTS: The Group 1 students rated their practice exercise much more favorably than did the Group 2 students. However, there was no significant difference between the groups in their ratings by the SPs on the clinical-skills-assessment exercise. The use of SPs cost a great deal more than did the use of role playing. CONCLUSION: Although the students rated the SPs higher than they did the role playing, the two tools produced similar levels of skills attainment. The data suggest that having students practice smoking-cessation techniques through role playing may be as effective as using the more extensive SPs.

Education, Medical, Undergraduate↗
PubMed1996

Consulting skills training and medical students' interviewing efficiency.

In more traditional medical education, medical students took a patient's medical history by asking a series of sequenced, routine questions, covering presenting medical problem(s); medical history; social and personal history; systems review; and physical examination. Following this process, the student then attempted to derive the patient's medical problems. This inductive problem-solving paradigm may not assist students to prepare for their future interviewing needs, given doctors use a hypothetico-deductive, problem-solving approach when interviewing patients and numerous researchers have developed specialized communication skills training programmes designed to enhance students' interviewing skills. Students given specific consulting skills training have tended to show significantly greater interpersonal effectiveness and improved interview behaviours compared with students who experience traditional patient clerking training. These improvements in interviewing tend to persist over the period of students' medical training. The aim of the present study was to determine whether specialized communication skills training helped students elicit greater quantity and quality of information from patients and if so, whether such information assisted students in improving their diagnostic skills. Videotaped history-taking interviews conducted by students trained in communication skills and untrained (control) students were rated for their interview efficiency. A comparison of ratings given by experimentally naive, independent observers revealed that trained students were more efficient, but took no longer than their control group counterparts to elicit fuller, more relevant information. However, the student groups did not differ in the accuracy or scope of their medical diagnoses. It is argued that students' lack of medical knowledge in this early phase of their clinical training militated against their being able to use their interviewing competence to derive more potentially accurate medical diagnoses.

Adult↗
PubMed1996

Interprofessional clinical education of medical and pharmacy students.

Pharmacists have become increasingly involved in influencing prescribing. Pharmaceutical education has changed accordingly, with increased teaching in therapeutics, partly on hospitals wards, giving students an insight into diseases and helping communication with clinicians. To extend this idea we have designed joint therapeutics teaching sessions with pharmacy and medical students. The scheme involves final year pharmacy students who have completed a course in clinical pharmacy and medical students who have completed their second MB. Interdisciplinary pairs of students are assigned a patient with common medical and therapeutic problems, such as arthritis, diabetes and cardiac failure; patients on multiple drug treatments are preferred. They jointly obtain a history: the medical student performs basic clerking, while the pharmacy student obtains the medication history. The medical student subsequently presents a brief medical history, with a summary of the patient's current problems. For each problem, the pharmacy student presents the current therapy, its rationale and how it is to be monitored. Experience with 73 students over 3 years has shown that almost all found sessions with students from another discipline useful. Few felt that members of the pairs contributed unequally. The main problem appeared to be insufficient time (although 2 1/2 h were allowed). Most students favoured more such sessions. Little difference in ability appeared between the two disciplines; there was considerable co-operation and little nascent 'professional rivalry'. The medical students were more comfortable interviewing patients, and the pharmacy students more confident analysing drug therapy. It is concluded that such interdisciplinary sessions are a successful method of clinical teaching and should be encouraged.

Drug Therapy↗
PubMed1995

Epidemiologic Observations on Diarrhea Developing in U.S. and Mexican Students Living in Guadalajara, Mexico.

Background: A previous study suggested that U.S. students who lived in Mexico for 1 year had a risk of diarrhea intermediate between the rate for newly arrived U.S. students and Mexican students; however, the study was not controlled for changes of risky behavior over time. Methods: An analysis of acute diarrhea occurring among U.S. and Mexican student groups living in Guadalajara, Mexico was conducted to explore the association of diarrhea developing during selected 28-day periods with length of residence, season, and risk factors such as locations of food consumption, consumption of tap water, unsafe ice, alcohol, and antibiotics. Results: Compared to U.S. and Mexican student groups, newly arrived U.S. college students in July had the highest rate of diarrhea (55%), highest enteropathogen isolation rate (46%), and most consumption of alcohol and antibiotics; they also ate most frequently at restaurants and in Mexican family homes. Compared to a 34% rate of diarrhea among newly arrived U.S. medical students in August, the rate was only 6% among established medical students in January. This drop in attack rate was attended by less tap water and unsafe ice consumption by established students in January compared to the habits of newly arrived students in January or August when risky behavior was otherwise similar among these groups. The role of tap water and unsafe ice in the acquisition of wintertime diarrhea is further supported by the relatively high 29% rate of diarrhea among U.S. medical students newly arrived in January, who also consumed more tap water and ice than established students in January. Enterotoxigenic E. coli disease was observed only during the summer months; whereas, Campylobacter jejuni disease and disease associated with no detected pathogen were more common in winter. Conclusions: These data imply that wintertime diarrhea in Guadalajara is more likely than summertime diarrhea to be waterborne and to be caused by agents such as viruses or previously unrecognized enteropathogens that were not assessed in this study. Among Mexican students who had the highest frequency of tap water consumption and eating from vendors, the low rates of diarrhea in summer (3%) and winter (5%) imply that they enjoy a substantial degree of immunity. Further study will be necessary to understand the role that immunity (or its loss during summer vacation back in the United States) might play in additionally accounting for observed differences in attack rates between newly arrived students and those who had lived for a period of time in Mexico. (J Travel Med 2:6-10, 1995)

Journal Article↗
PubMed1999

Biomedical device design discovery team approach to teaching physiology to undergraduate bioengineering students.

Teaching effectiveness is enhanced by generating student enthusiasm, by using active learning techniques, and by convincing students of the value of acquiring knowledge in the area of study. We have employed a technique to teach physiology to bioengineering students that couples students' enthusiasm for their chosen field, bioengineering, with an active learning process in which students are asked to design a biomedical device to enhance, replace, or create a new cellular or organ system function. Each assignment is designed with specific constraints that serve to direct students' attention to specific areas of study and that require students to create original designs. Preventing students from using existing designs spurred student invention and enthusiasm for the projects. Students were divided into groups or "design discovery teams" as might be done in a biomedical device industry setting. Students then researched the physiological issues that would need to be addressed to produce an acceptable design. Groups met with faculty to brainstorm and to obtain approval for their general design concepts before proceeding. Students then presented their designs to the instructors in a structured, written outline form and to the class as a 10-minute oral presentation. Grades were based on the outline, oral presentation, and peer evaluations (group members anonymously rated contributions of other members of their team). We believe that this approach succeeded in generating enthusiasm for learning physiology by allowing the students to think creatively in their chosen field of study and that it has resulted in students developing a more thorough understanding of difficult physiological concepts than would have been achieved with a traditional didactic lecture approach.

Animals↗
PubMed2001

Paying tuition and academic performance of students at the Zagreb University School of Medicine.

AIM: To assess whether the prospect of waiving tuition fees influences the academic performance of the students with the lowest admission test scores and consequent mandatory tuition. METHODS: We compared the 110 tuition-paying students with the students who did not have to pay tuition because they scored well on 1994-1997 admission tests to the Zagreb School of Medicine. We formed 3 control groups (high-, medium-, and low-ranked students on the admission test), each with the same number of students as the group of tuition-paying students. Students' performance was assessed after the first two academic years on the basis of their grades, number of tries to pass the same examination, the time needed to pass an examination after a course, and the number of repeated years. RESULTS: Of 110 tuition-paying students admitted to the School in the 1994-1997 period, 13 had their tuition permanently waived and were therefore excluded from the analysis. Tuition-paying students had an the average grade of 3.1 out of maximum 5, took each examination 1.7 times before passing it, needed more than five months to pass an examination, and repeated 1.5 years per student. Their performance parameters did not differ from those of the low-ranked group, but were significantly worse than of the medium-ranked and high-ranked groups. Students in the high-ranked group performed the best in all four parameters (the average grade was slightly above 4.0, they took each examination 1.2 times on average, needed less than 2 months to pass an examination, and repeated 0.3 years per student). CONCLUSION: The prospect of waiving tuition fees had no influence on students' performance. The students' rank on the admission test strongly correlates with their later academic success.

Adult↗
PubMed2002

Paying tuition and academic performance of students at Kragujevac University School of Medicine.

AIM: To assess whether the prospect of waiving tuition fees influenced the academic performance of students with the lowest admission test scores and consequent mandatory tuition. METHODS: We compared academic performance of 75 tuition-paying students with the students who did not have to pay tuition because they scored well on the 1996-1998 admission tests to the Kragujevac School of Medicine. We formed 3 control groups (high-, medium- and low-ranked students on the admission test), each with the similar number of students as the group of tuition-paying students. Students performance was assessed after the first two academic years on the basis of their average grades, number of tries to pass the same examination, the time needed to pass an examination after a course, and the number of repeated years. RESULTS: Of 75 tuition-paying students admitted to the School in the 1996-1998 period, 11 had their tuition permanently waived and were therefore excluded from the analysis after the first year. Tuition-paying students had the average grade of 6.8 +/- 3.2 (grade range 6-10), took each exam twice before passing it, needed more than four months of studying to pass an exam, and repeated 0.1 years per student. Their performance was statistically worse than the performance of the low-ranked group of control students in all parameters, except in the number of repeated years. The high-, medium-, and low-ranked student groups did not differ significantly in their performance, but all performed significantly better than the tuition-paying group in three following parameters: average grade (high-ranked group: 8.2 +/- 1.3), average number of tries to pass an exam (high-ranked group: 1.8 +/- 0.8), and average time of studying needed to pass an exam (high-ranked group: 119.6 +/- 65.9 days). CONCLUSION: The prospect of waiving tuition fees has no influence on students performance. The students rank on the admission test is a major predictor of their subsequent academic performance.

Education, Medical↗
PubMed2002

Physical therapist student interest in full-time faculty positions.

A strong demand exists for allied health faculty in institutions of higher education. This study focused on physical therapists for the purposes of: 1) determining student physical therapist interest in full-time faculty positions at some point in their professional careers, 2) identifying factors that might influence student interest in full-time faculty positions at some point in their careers, and 3) being able to suggest ways in which students might be encouraged to consider academic careers in the future. Twenty-nine accredited professional physical therapist programs gave permission for their graduating students to be surveyed; 1,160 surveys were sent out, and 1,037 usable surveys were returned (89% return rate). Of the 1,037 respondents, 569 students (59%) expressed an interest in pursuing a full-time faculty position at some point in their career. Demographic data were reported, and chi 2 was used to analyze survey results statistically. The items that were statistically significant with regard to interest in a full-time faculty position were: 1) a physical therapist instructor had encouraged a student to pursue a full-time faculty position, 2) the student had a learning experience in which a faculty position was discussed as a career option, and 3) the student had a parent who was employed in education. Physical therapist faculty members were identified by students as the group with the greatest influence on a student's decision to choose an academic career. Students identified the following factors as negatives for pursuing full-time faculty positions: 1) having to be engaged in research projects, 2) being restricted to treating patients only occasionally, and 3) being required to speak before groups. The results of this study suggested methods that physical therapist faculty might employ to recruit students to academia, such as providing individual encouragement, discussing faculty positions as a career option, providing opportunity for students to become more comfortable with aspects of research and with public speaking, and informing students that in many academic settings one still can treat patients. Further research is needed to determine if these results can be generalized to other allied health professions.

Adult↗
PubMed2002

An Assessment of Athletic Training Students' Clinical-Placement Hours.

OBJECTIVE: To establish a time profile to determine how athletic training students use their time in clinical placements and to determine the effects of academic standing, sex, sport type, and risk of injury associated with a sport during athletic training students' clinical placements on instructional, clinical, unengaged, managerial, and active learning time. DESIGN AND SETTING: Subjects were enrolled in clinical placements within National Collegiate Athletic Association Division I athletics, intramural sports, and a local high school. Students were individually videotaped for approximately 4 hours. SUBJECTS: A total of 20 undergraduate athletic training students (17 women, 3 men) from a Committee on Accreditation of Allied Health Education Programs (CAAHEP)-accredited athletic training education program. MEASUREMENTS: We created a conceptual behavioral time framework to examine athletic training students' use of clinical-placement time with the performance domains associated with the 1999 National Athletic Trainers' Association Board of Certification Role Delineation Study. Students' use of time was analyzed with the Behavior Evaluation Strategies and Taxonomies software. RESULTS: Students spent 7% of their overall clinical-placement time in instructional activities, 23% in clinical activities, 10% in managerial activities, and 59% in unengaged activities. Using multiple 3 x 3 factorial analyses of variance, we found that advanced students were engaged in significantly more active learning and clinical time compared with novice and intermediate students. Students assigned to sports in which injuries predominately occur in the upper extremities (upper extremity sports) spent significantly more clinical-placement time unengaged compared with students assigned to sports in which injuries predominantly occur in the lower extremities (lower extremity sports) or in both upper and lower extremities (mixed extremity sports). CONCLUSIONS: In this exploratory study, we examined only the clinical-placement component of 1 athletic training program; therefore, it may not be accurate to generalize the results for all CAAHEP-accredited programs. However, these results can be used by athletic training educators to examine the amount of time students are actually engaged in specific domains of athletic training, to determine the domains in which skills are most commonly being performed, to identify the relationships between the students and clinical instructors or supervisors, and to develop clinical placements in which students learn and practice clinical and educational competencies.

Journal Article↗