The socialization of athletic training clinical instructors: A descriptive study
Abstract
Using Socialization Theory (Goslin, 1969; Van Maanen, 1976; Van Maanen & Schein, 1979), the primary purpose of this study was to identify and describe the pre-service and in-service socializing agents that are most influential in the development of athletic training clinical instruction knowledge and skills. Additionally, this study sought to determine the effects of the March 2002 CIE seminar and two ACI workshops conducted by collaborating participants in the March 2002 CIE seminar. A two phase study, each phase focused on obtaining this information from the participants of a specific in-service educational program addressing issues commonly faced in athletic training clinical instruction, and also on determining the effects of the respective clinical instruction educational program on the participants. Participants included 15 of the 41 individuals attending the CIE seminar who completed both the pre-CIE and post-CIE seminar surveys, clinical instructors attending the ACI workshops at the two participating institutions, and junior and senior athletic training students from the two participating institutions. Pre-CIE seminar and ACI workshop surveys, post-CIE seminar and ACI workshop surveys, a CIE seminar and ACI workshop follow-up instrument, in-depth interviews, focus group interviews, and the Athletic Training Supervisory Skills Inventory (Anderson, Larson, & Leube, 1997) were utilized for data collection. Clinical experiences, interactions with mentors and coaches, and clinical environments that encouraged learning were identified as influential pre-service socializing agents. Opportunities for clinical practice, involvement with clinical and didactic instruction, feedback from mentors, the clinical environment, and interaction with peers were identified as influential socializing agents for graduate assistant athletic trainers. Staff athletic trainers perceived the clinical environment, opportunities for professional development, guidance from mentors, and appropriate workloads to be influential in their development as athletic training clinical instructors. The study concluded by offering recommendations for clinical education practice and suggestions for future research. Recommendations for practice included on-going clinical instructor orientation, clinical team-teaching, establishment of an educational clinical environment, development of ACIs who nurture student autonomy, and development of PDs, CIEs, and ACIs. Suggestions for future research include conducting similar studies at institutions with different numbers of faculty and staff and with individuals that do not have dual academic and clinical appointments. The investigation of the socialization of athletic training clinical instructors in clinical settings other than the college or university athletics setting is also suggested.
Degree
Ph.D.
Advisors
Templin, Purdue University.
Subject Area
Health education
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