Preceptors' Frequency and Supervision of Athletic Training Students' Medical Documentation During Clinical Education

Abstract

Context: Athletic trainers (ATs) who serve as preceptors for athletic training students must model, facilitate, and guide professional skills and behaviors, including medical documentation. Preceptors have the unique ability to combine skill practice with real-time patient encounters for athletic training students. Objective: To describe the frequency of preceptors who allow athletic training students to complete medical documentation and rationale for their decisions. Design: Cross-sectional. Setting: Qualitative study. Patients or Other Participants: Of 9578 ATs, 1150 responded to an electronic survey (access rate =12.0%), and 385 of 1150 respondents who completed an electronic survey (33.5%) indicated being a preceptor for a professional athletic training program. Respondents (age =34 6 11 years, clinical practice experience= 11 6 10 years) were predominantly female (53.8%, n =207) and held a master's degree (67.3%, n =259). Main Outcome Measure(s): A 3-member data analysis team coded the open-ended responses following the consensual qualitative research approach. Each member coded 50 responses and a consensus codebook was created. The principal investigator coded the remaining responses, and the data analysis team confirmed the findings. Data were organized into emergent domains and categories. Frequency counts were calculated for each category. Results: A majority of preceptors (81.8%, n = 315) allowed their athletic training students to document patient care. Respondents indicated an intention for student involvement (domain 1), whereby they wanted students to engage in learning and develop knowledge (43.4%, n = 167) or practice and gain experience (41.3%, n = 159). However, others discussed deterrents (20.0%, n=77) working against the preceptor's intentions. Respondents also indicated a need to mentor (domain 2). Specifically, they reported needing to manage the logistics of documentation (63.6%, n = 245) and the degree of oversight (48.8%, n=188) needed during practice (either direct [79.8%, n=150 of 188] or indirect [20.2%, n=38 of 188]). Conclusions: Although preceptors intend to integrate students into medical documentation, they may benefit from formal guidance from the academic program on how to best integrate athletic training students into documenting day-to-day patient care. ABSTRACT FROM AUTHOR