ArticleJournal of athletic training
Overcoming barriers to implementation of evidence-based practice concepts in athletic training education: perceptions of select educators.
Article in Journal of athletic training. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 13 papers.
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Who cites it
13 citing papers in PubMed.
- An evidence-based practice educational intervention for athletic trainers: a randomized controlled trial.Journal of athletic trainingTrial
- Assessing Evidence-Based Practice Knowledge, Self-Efficacy, and Use Among Respiratory Therapists.Respiratory care · 2024Article
- Athletic Trainers' Familiarity, Comfort, Knowledge, and Recognition of Social Determinants of Health.Journal of athletic training · 2024Article
- Athletic Training Student Core Competency Implementation During Patient Encounters.Journal of athletic training · 2018Article
- Athletic Trainers' Beliefs About and Implementation of Evidence-Based Practice.Journal of athletic training · 2016Article
- Evidence based practice in clinical physiotherapy education: a qualitative interpretive description.BMC medical education · 2013Article
- Overcoming barriers to implementation of evidence-based practice concepts in athletic training education: perceptions of select educators.Journal of athletic trainingArticle
- Future directions of evidence-based practice in athletic training: perceived strategies to enhance the use of evidence-based practice.Journal of athletic trainingArticle
- Perceived outcomes of web-based modules designed to enhance athletic trainers' knowledge of evidence-based practice.Journal of athletic trainingArticle
- Approved clinical instructors' perspectives on implementation strategies in evidence-based practice for athletic training students.Journal of athletic trainingArticle
- Perceptions of approved clinical instructors: barriers in the implementation of evidence-based practice.Journal of athletic trainingArticle
- Use of evidence-based practice among athletic training educators, clinicians, and students, part 1: perceived importance, knowledge, and confidence.Journal of athletic trainingArticle
- Use of evidence-based practice among athletic training educators, clinicians, and students, part 2: attitudes, beliefs, accessibility, and barriers.Journal of athletic trainingArticle
Corrections and comments
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Authors and funding
2 authors.
Funding
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Abstract
contextThe need to include evidence-based practice (EBP) concepts in entry-level athletic training education is evident as the profession transitions toward using evidence to inform clinical decision making.
objectiveTo evaluate athletic training educators' experience with implementation of EBP concepts in Commission on Accreditation of Athletic Training Education (CAATE)-accredited entry-level athletic training education programs in reference to educational barriers and strategies for overcoming these barriers.
designQualitative interviews of emergent design with grounded theory.
settingUndergraduate CAATE-accredited athletic training education programs. PATIENTS OR OTHER
participantsEleven educators (3 men, 8 women). The average number of years teaching was 14.73 ± 7.06. DATA COLLECTION AND ANALYSIS: Interviews were conducted to evaluate perceived barriers and strategies for overcoming these barriers to implementation of evidence-based concepts in the curriculum. Interviews were explored qualitatively through open and axial coding. Established themes and categories were triangulated and member checked to determine trustworthiness.
resultsEducators identified 3 categories of need for EBP instruction: respect for the athletic training profession, use of EBP as part of the decision-making toolbox, and third-party reimbursement. Barriers to incorporating EBP concepts included time, role strain, knowledge, and the gap between clinical and educational practices. Suggested strategies for surmounting barriers included identifying a starting point for inclusion and approaching inclusion from a faculty perspective.
conclusionsEducators must transition toward instruction of EBP, regardless of barriers present in their academic programs, in order to maintain progress with other health professions' clinical practices and educational standards. Because today's students are tomorrow's clinicians, we need to include EBP concepts in entry-level education to promote critical thinking, inspire potential research interest, and further develop the available body of knowledge in our growing clinical practice.
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Registered trials
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