Athletic training student perceptions of preceptor learner-centeredness during clinical experiences.

摘要

The current study is was designed to inform athletic training educators of the prevalence of learner-centered approaches currently being utilized by preceptors in clinical education, as perceived by recent graduates. In addition, relationships between learner-centeredness and learner perceived preparedness to practice in each of the Board of Certification (BOC) athletic training practice domains was established. Finally, differences in learner-centeredness based on student experience descriptors were evaluated. Data was collected using an online survey sent to recently certified ATs who graduated within the past year. Participants' perceptions of learner-centeredness displayed by their preceptors during their clinical experiences were obtained using the Modified Learner-Centeredness Scale (MLCS). Participants were also asked to rate their levels of preparedness in each of the BOC practice domains. In addition, descriptive information about participants' clinical experiences was collected, as well as demographic data. Data analysis included descriptive data regarding prevalence of learner-centeredness, Pearson correlations, and multiple regression. Results of the study indicate learner-centeredness is occurring in athletic training clinical education, and was correlated with learners' perceptions of preparedness in each of the BOC domains. Five variables were also found to predict scores on the MLCS, including preceptor gender and years of experience, number of other athletic training students in the experience, cohort size, and whether students were allowed input into clinical experience assignments. Findings from this study will help inform clinical education practices in athletic training and help athletic training educators and program administrators identify best practices in athletic training clinical education and design preceptor training.