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Clinical education provides the backbone for the socialization process for athletic trainers. It is the chance for students to engage in the role, within a real-time learning environment that allows for not only the adoption of knowledge, skills, and critical decision making, but also the profession’s foundational behaviors of professional practice. Recent criticisms of the current education model, in which the degree is conferred, center on the lack of critical thinking and confidence in clinical practice for newly-credentialed athletic trainers, as many suggest there is concern for the abilities of students to transition to practice smoothly. We offer three areas of focus for clinical education experiences for students (autonomy, mentorship, and feedback), believing this could support the development of independent thinking and confidence in skills. Our discussions are focused on the evidence available, as well as personal experiences as educators and program administrators.

Facemask removal (FMR) is crucial for immediate treatment of helmeted athletes. The purpose of this study was to determine the effect of practice on the time required for lacrosse helmet FMR. Participants removed the facemasks of two helmet models (Cascade CPXR and Warrior Trojan) four times over four weeks with either a cordless screwdriver or pruner. We found a significant interaction for removal tool and time (p < .001). Participants became faster at FMR across the 4 weeks of data collection. We recommend three consecutive weeks of practice to improve FMR speed, though depending on FMR tool, an individual could benefit from additional sessions.

The commissioners of the Commission on Accreditation of Athletic Training Education (CAATE) and the Board of Directors of the National Athletic Trainers’ Association (NATA) have acted to move the professional degree in athletic training from a bachelor’s degree to a graduate degree. The decision was largely based upon growth of the profession and aligning with the face of healthcare education. Therefore, we wanted to understand the perceived benefits of the graduate model. Using a qualitative paradigm, we electronically interviewed 29 students and faculty members (13 athletic training faculty and program directors, 16 students) currently in Professional Masters Athletic Training Programs (PM ATP). These represented 13 of the 29 (45%) CAATE-accredited PM ATPs. Five themes emerged from the data: (1) engagement and time spent in clinical education allows students to prepare for their roles as athletic trainers, (2) faculty stress the importance of interprofessional education, (3) expecting prior foundational knowledge allows focused education training at the graduate level, (4) increased professional commitment to stay in athletic training rather than use the training/education as a stepping-stone to other career paths, and (5) higher student maturity facilitates deeper learning. Based on these results, the perceived benefits of the PM ATP model are multifactorial.

Research has identified that learning in the clinical education setting can be reciprocal between preceptors and athletic training students. However, the frequency of and the potential benefits to reciprocal learning are not fully understood. The purpose of the current study was to explore the frequency and perceived value of reciprocal learning in clinical education from both the athletic training student and preceptor perspective. Reciprocal learning was identified by preceptors and athletic training students as occurring frequently during clinical education. Preceptors and athletic training students valued the opportunity to learn from one another.

Quantifying head impacts is a vital component to understanding and preventing head trauma in sport. Our objective was to establish the frequency and magnitude of head impact mechanisms in men’s lacrosse athletes. Eleven male lacrosse athletes wore xPatch sensors during activity. Video footage of practices and games was analyzed to verify impacts and code them with impact mechanisms. The authors calculated incidence rates (IRs) per 1000 exposures with corresponding 95% confidence intervals (CIs) and used multivariate analysis of variances to compare the linear (g) and rotational (rad/s²) accelerations between mechanisms. A total of 167 head impacts were successfully verified and coded with a mechanism using video footage during 542 total exposures. The highest IR was head to body (IR = 118.08; 95% CI, 89.15–147.01), and the lowest was head to ball (IR = 3.69; 95% CI, 0–8.80) (incidence rate ratio = 32.00; 95% CI, 67.83–130.73). Analysis indicated that impact mechanism failed to significantly alter the combined dependent variables (multivariate F _10,306 = 1.79, P = .06, η ² = .06, 1−β = 0.83). While head to head, body to head, and stick to head mechanisms are penalty-inducing offenses in men’s lacrosse, head to ground, head to ball, and combination impacts have similar head accelerations. If penalties and rules are created to protect players from traumatic head injury, the authors recommend stricter enforcement.

In 2015, new practice recommendations to remove equipment prior to transport when cervical spine injury is suspected were released. The purpose of this study was to determine current emergency management practices and perceptions of the new practice recommendation. We received completed mixed-method surveys from 143 athletic trainers practicing in the Mid-Atlantic region (response rate = 10.11%). The majority of respondents stated that the number of personnel required, along with the training and time to practice equipment removal, were barriers to implementation. Requiring assistance from emergency medical services (EMS) was common, but many failed to practice with local EMS. Emergency management procedures should be appropriate given the resources (personnel and training) available. Collaboration between athletic trainers and EMS is needed.