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Daniel P. Strukel

Acquired Immune Deficiency Syndrome has only recently begun to receive attention in the field of athletic training. Previously, there was a preconceived notion that athletes were beyond contracting this disease. However, with the announcement of Earvin “Magic” Johnson's contraction of HIV, the virus that leads to AIDS, this concept has fallen by the wayside. Now, many clinicians recognize that the patients they treat may be carrying this virus and thus want to become more knowledgeable about the disease. This article addresses questions concerning transmission of AIDS, prevention of HIV transmission, and precautions that must be undertaken to protect both the athlete and the athletic trainer from this disease. Knowledge about this disease and use of appropriate precautions will substantially decrease the risk of HIV transmission in athletics.

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Hideyuki E Izumi and Masaaki Tsuruike

Key Points ▸ No studies have compared the practice patterns of athletic training and therapy (ATT) professionals internationally. ▸ Negligible differences in task practice frequency were found between the United States, Canada, and Ireland. ▸ The similarity in practice patterns supports the

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Tywan G. Martin, Jessica Wallace, Young Ik Suh, Kysha Harriell and Justin Tatman

become a mainstream media topic, our pilot study was intended to provide introductory data on how SRC and CTE coverage might affect consumer behavior by analyzing athletic training students’ media consumption and evaluating whether perceptions of SRC and CTE coverage by the media differed by the amount

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Cynthia J. Wright, Nico G. Silva, Erik E. Swartz and Brent L. Arnold

acquisition of this skill in novices, especially to those involved in athletic training education. As part of professional education, athletic training students are required to demonstrate proficiency in “removing equipment and clothing in order to access the airway, evaluate and/or stabilize an athlete

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Megan D. Granquist, Diane L. Gill and Renee N. Appaneal

Context:

Rehabilitation adherence is accepted as a critical component for attaining optimal outcomes. Poor adherence is recognized as a problem in the athletic training setting. Measurement has been inconsistent, and no measure has been developed for athletic training settings.

Objective:

To identify indicators of sportinjury rehabilitation adherence relevant to athletic training and develop a Rehabilitation Adherence Measure for Athletic Training (RAdMAT) based on these indicators.

Design:

Mixed methods, 3 steps.

Setting:

College athletic training facility.

Participants:

Practicing certified athletic trainers (ATCs; n = 7) generated items, experts (n = 12) reviewed them, and practicing ATCs (n = 164) completed the RAdMAT for their most, average, and least adherent athlete.

Main Outcome Measure:

RAdMAT.

Results:

The RAdMAT is 16 items with 3 subscales. Subscales and total have good internal consistency and clearly discriminate among adherence levels.

Conclusions:

The RAdMAT is based on scholarly literature and clinical practice, making it particularly appropriate for use in athletic training clinical practice or for research purposes.

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Stephanie M. Mazerolle, Thomas G. Bowman and Jessica L. Barrett

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.

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Jeffrey B. Driban and R. Mark Laursen

design and dissemination) 2. Encourage combined clinical and research roles 3. Create opportunities for clinicians and scientists to work in the same space What Can We Do in Athletic Training to Address the Gap? We can see the implications of this gap in athletic training where the gap exists between

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Stephanie M. Mazerolle, Thomas G. Bowman and Carrie Fister

Context:

Athletic training majors are at risk for experiencing elevated stress, frustrations, and eventual burnout. Evidence suggests that stressors can accumulate over time, but academic standing can plausibly influence experiences with stress.

Objective:

Gain information related to coping strategies used by athletic training majors to manage their stress and frustrations to prevent burnout.

Design:

Online qualitative study.

Setting:

Athletic training programs.

Patients or Other Participants:

10 sophomores, 9 juniors, and 4 seniors completed the online questionnaire. The athletic training majors were recruited from four institutions with accredited programs.

Data Collection and Analysis:

Data were collected in March 2013 via asynchronous online interviewing via QuestionPro. All participants responded to the same set of 25 questions and data were analyzed following a general inductive approach. The questionnaire was reviewed by a peer and piloted. Multiple analyst coding was completed.

Results:

We identified an overarching theme of personal coping strategies, which athletic training majors used to manage and cope with their stressors. These strategies were simply considered outside the confines of the athletic training program itself, and included outside support networks, physical outlets, and time management skills. We acknowledged athletic training majors also employed stress-relieving strategies that were facilitated within or by the athletic training program itself. Specifically, our participants noted that they received support from peer and programmatic personnel (preceptors, faculty).

Conclusions:

Athletic training majors must develop personal strategies that can help them best alleviate their stressors, but also must have strong support in place especially within their athletic training programs. We recommend that athletic training majors reflect upon what strategies work best for them and to find hobbies and personal interests that help them de-stress and rejuvenate from their demanding workloads.

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Stephanie M. Mazerolle, Emily Sterling and Jim Mench

Women athletic trainers leave the profession of athletic training after the age of 28. The reasons appear complex, but are not well defined in the literature, as many studies examine intent, not actual attrition. We used a descriptive qualitative study with a general inductive approach. Twelve females (4 single with no children, 5 married with children, and 3 married with no children) who left the profession of athletic training between the ages of 28 and 35 participated. Attrition from athletic training for our participants was triggered by organizational, individual, and sociocultural factors. These can be broken down to four main themes of family values, work-life imbalance, sexism, and financial concerns.

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Phillip B. Donley

This is a review of historical considerations for the profession of athletic training and a look at some of our current issues and possible implications for the future of the profession.