Cavallario Julie M, Van Lunen Bonnie L
School of Physical Therapy and Athletic Training, Old Dominion University, Norfolk, VA.
J Athl Train. 2015 Jul;50(7):760-6. doi: 10.4085/1062-6050-50.1.13. Epub 2015 Mar 20.
The examination of the appropriate professional degree for preparation as an athletic trainer is of interest to the profession. Descriptive information concerning universal outcomes is needed to understand the effect of a degree change.
To obtain and compare descriptive information related to professional athletic training programs and a potential degree change and to determine if any of these factors contribute to success on existing universal outcome measures.
Cross-sectional study.
Web-based survey.
We contacted 364 program directors; 178 (48.9%; 163 undergraduate, 15 postbaccalaureate) responded.
INTERVENTION(S): The survey consisted of 46 questions: 45 questions that dealt with 5 themes (institutional demographics [n = 13], program admissions [n = 6], program outcomes [n = 10], program design [n = 9], faculty and staff [n = 7]) and 1 optional question.
MAIN OUTCOME MEASURE(S): Descriptive statistics for all programs were calculated. We compared undergraduate and postbaccalaureate programs by examining universal outcome variables.
Descriptive statistics demonstrated that 33 programs could not support postbaccalaureate degrees, and a substantial loss of faculty could occur if the degree requirement changed (553 graduate assistants, 642 potentially underqualified instructors). Postbaccalaureate professional programs had higher 2011-2012 first-time Board of Certification (BOC) passing rates (U = 464.5, P = .001), 3-year aggregate first-time BOC passing rates (U = 451.5, P = .001), and employment rates for 2011-2012 graduates employed within athletic training (U = 614.0, P = .01). Linear multiple-regression models demonstrated that program and institution type contributed to the variance of the first-time BOC passing rates and the 3-year aggregate first-time BOC passing rates (P < .05).
Students in postbaccalaureate athletic training programs performed better in universal outcome measures. Our data supported the concerns that this transition could result in the loss of some programs and an additional immediate strain on current staff due to potential staffing changes and the loss of graduate assistant positions.
对于运动训练师培养所需的合适专业学位的考察受到该行业的关注。需要有关通用成果的描述性信息来了解学位变化的影响。
获取并比较与专业运动训练项目及潜在学位变化相关的描述性信息，并确定这些因素是否对现有通用成果指标的成功有贡献。
横断面研究。
基于网络的调查。
我们联系了364名项目主任；178人（48.9%；163名本科项目主任，15名学士后项目主任）回复。
该调查由46个问题组成：45个问题涉及5个主题（机构人口统计学[n = 13]、项目录取[n = 6]、项目成果[n = 10]、项目设计[n = 9]、教职员工[n = 7]）以及1个可选问题。
计算所有项目的描述性统计数据。我们通过检查通用成果变量来比较本科项目和学士后项目。
描述性统计表明，33个项目无法支持学士后学位，如果学位要求改变可能会导致大量教职员工流失（553名研究生助理，642名可能不合格的教师）。学士后专业项目在2011 - 2012年首次认证委员会（BOC）通过率（U = 464.5，P = 0.001）、3年累计首次BOC通过率（U = 451.5，P = 0.001）以及2011 - 2012年运动训练领域就业的毕业生就业率（U = 614.0，P = 0.01）方面更高。线性多元回归模型表明，项目和机构类型对首次BOC通过率和3年累计首次BOC通过率的方差有贡献（P < 0.05）。
学士后运动训练项目的学生在通用成果指标方面表现更好。我们的数据支持了这样的担忧，即这种转变可能导致一些项目流失，并且由于潜在的人员配置变化和研究生助理职位的流失，会给现有员工带来额外的直接压力。
