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Using AI-Generated Scenarios to Enhance Learning of The Emergency Assessment Process
No full textIntroduction: Rigorous accreditation standards require students to demonstrate competency in various clinical proficiencies through clinical practice or simulation-based educational activities. Therefore, simulation has become an integral component of athletic training education, as scenarios can provide realistic and reproducible experiences for all students. To that end, our study had two primary objectives: investigate the ability of artificial intelligence (AI) to generate accurate and realistic athletic training simulation scenarios and evaluate AI\u27s effectiveness in teaching and reinforcing the emergency assessment process through student-created scenarios. Methods: Phase one, AI developed three different scenarios for patients experiencing (1) an ovarian cyst, (2) a hypoglycemic event, and (3) deep vein thrombosis (DVT). Three content expert reviewers assessed the scenarios using the Simulation Validation Checklist.2 Scenarios had to meet the Healthcare Simulation Standards of Practice, the Commission on Accreditation of Athletic Training Education Standards, and be appropriate for master\u27s level athletic training students. Experts (N=10) evaluated the scenarios for realism, accuracy, and completeness using a 25-question Likert-scale and open-ended responses. Phase two included students enrolled in the Emergency Care of Athletic Injuries course (N=14). Students used an AI platform to generate emergency care scenarios for athletic populations aged 16 to 25. Scenarios had to be realistic and of intermediate complexity. Lastly, students participated in low-fidelity simulations and reflected on their performance. Descriptive statistics were performed using JASP (Version 0.17.2). Frequencies and percentages were used to describe the Likert scale data, which scored the simulations and attributes on a 5-point scale (1=extremely unrealistic, 2=unrealistic, 3=realistic, 4=very realistic, 5=extremely realistic). Open response data were grouped by themes and described narratively. Results: Findings from the first phase indicated that while ChatGPT was effective at creating the foundation for a medical simulation, scenarios were often disorganized and incomplete. Scenarios lacked complete, accurate patient history and background information. Details such as vital signs, expected signs and symptoms, and patient disposition were missing or inaccurate, affecting believability. The highest scoring scenario attribute was patient profile (93/150), followed by history of present illness (92/150), past medical history (90/150), and realism (81/150). Among the three scenarios, hypoglycemia performed best (134/150), followed by ovarian cyst (128/150), with DVT scoring lowest (94/150). The second phase evaluated students\u27 knowledge and skills working through the emergency evaluation process including rapid trauma assessment and managing critical conditions. Student feedback when compared to the AI assignment, underscored the necessity for additional practice in information gathering, particularly in evaluating subtle variations in vital signs and breath sounds. Students who reported needing more practice assessing vitals and interpreting findings had lower scores for realism, completeness, and accuracy on their AI assignment. Conversely, students who reported feeling more confident had higher scores on the scenario creation grading rubric. Translation to Practice: AI in athletic training education provides an opportunity to enhance the learning process by allowing students to actively engage in the simulation development process. However, it is important to recognize AI\u27s limitations such as its inability to replicate the human component of the decision-making process. Creating simulations reinforces didactic content through the creation of life-like conditions commonly seen in sports. Assisted by AI, students selected a condition such as sudden cardiac arrest or open fracture. They methodically work through developing their scenario guided by content from class. Ensuring a high level of realism forces students to think through all plausible conditions and treatments to effectively manage their chosen condition. Performance inconsistencies between the AI assignment and end of semester simulation identify gaps in classroom instruction, students understanding, and areas for course improvement
Modification Of Ergonomics for a World-Class Brass Instrumentalist With a Congenital Limb Difference: Level 3 Case
No full textBackground: A drum and bugle corps is a musical marching organization that consists of approximately 160 brass, percussion, and color guard performers. There are currently twenty-one drum corps organizations at the world-class level that compete. Organizations learn their 8–10-minute show in the late spring and begin traveling the country performing and competing in the early summer until August. Rehearsal days can be up to 10 hours of practice including visual and music. It has been reported that the incidence of upper limb pain is higher in those who have longer practice times, in which is a symptom of overuse. These rehearsal days hone and refine a single show that continues to contribute to the last performance of the season- the championships. Patient: The patient is a high school aged female baritone instrumentalist. She has a congenital limb difference with the left arm ending just below the elbow joint. She was experiencing pain in her right fifth phalange due to the varus force the horn finger ring was placing on it as well as it was starting to cause deformation. Additionally, her right wrist began to experience overuse pain from holding her horn for extended periods of time. Her left limb aided in the holding of the bottom of the horn and contributed to severe and numerous trigger points in her upper and middle trapezius bilaterally with the right side being more severe. Intervention: Modifications were made to her baritone instrument by contacting a brass repair company that re-welded the finger ring closer to the valves of the horn. This took pressure off of the proximal interphalangeal joint of the 5th phalange and decreased the consistent varus position. The weight of the horn was now shifted more proximal to the metacarpal phalangeal joint. Additionally, gauze and half inch power flex were used over phalange collateral tape to provide additional stability. Rehabilitation for her wrist consisted of 4-way wrist strengthening, ice, and transcutaneous electrical nerve stimulation. Her wrist was stabilized during rehearsal with an over-the-hand power flex tape job to provide additional stability while allowing movement for her visual and auditory performance. For the neurological trigger points, trigger point release was performed as well as passive stretching of her shortened limb. Outcomes: By making ergonomic modifications, stabilizing the wrist with tape, wrist strengthening, and neurological trigger point release, the athlete was able to compete through the entire performing season effectively and with minimal pain. Conclusions: This case highlights the need for individualized care in young musicians with physical challenges. Modifying the baritone horn to alleviate pressure on the right fifth phalange was crucial for her comfort and performance. The rehabilitation approach, incorporating wrist stabilization and trigger point release, effectively addressed her overuse injuries. Clinical Bottom Line: Future efforts should focus on adaptive techniques and preventive strategies to ensure that all performers can thrive, regardless of physical limitations
Exploring the Vitality of Athletic Training: Insights into Professional Identity, Commitment, and Retention
No full textIntroduction: The confluence of fluctuating retention, fewer students entering professional programs, and the profession’s identity crisis (conflict between being a sports profession or a health profession) has created a serious question about the vitality of the athletic profession. However, research on the vitality of the profession has often focused on singular variables influencing professional identity, burnout, and commitment. The purpose of this project was to explore multiple factors influencing the vitality of the profession across professional identity and commitment in athletic training. Methods: We used a convergent parallel mixed-methods design, including surveys and interviews with athletic training students and athletic trainers at various points in the career span. A convergent parallel mixed-methods design allowed the research team to collect qualitative and quantitative data concurrently, analyze the data separately, and compare and contrast findings related to the same research question. This study included samples of athletic training students in the second year of their professional masters in athletic training program (n=8), practicing athletic trainers (n=327 [qualitative]; n=16 [qualitative]), and athletic trainers who have forfeited their credential within the last three years (n=12). We used traditional recruitment techniques including emailing through professional program directors, national organizations (NATA and BOC), and social media to identify potential participants for each line of inquiry. We used validated surveys for intent to leave, professional commitment, and professional identity as well as content validated interview scripts. Quantitive data were analyzed for characteristics of central tendency and comparisons across generations for turnover intention, professional identity, and professional commitment using one-way ANOVAs, Kruskal-Wallis calculations, and linear regression. Qualitative data were analyzed using thematic analysis originating from ethnographic, phenomenological, and post-modernist traditions. Reflexivity, multi-analyst triangulation, member-checking, and auditing established trustworthiness of the analysis. Data are presented chronologically across the careerspan. All components of the study were deemed exempt by Indiana State University’s Institutional Review Board. Results: Among the athletic training students, the data suggested that students come into the program with their identity anchored in things like sport, healthcare, and altruism, while the program influences their professional commitment and identity yielding a vision for the future that includes professional engagement that relies on the breadth of opportunities in athletic training. Among the studies of practicing athletic trainers, the results suggest generational differences on levels of turnover intention (p\u3c.001), professional identity (p\u3c.001), and professional commitment (p\u3c.001), whereby Baby Boomers expressed high levels of turnover intention (logically, as they transition into retirement), but also stronger levels of professional identity than the other groups. Millennials showed the strongest levels of professional commitment. Collectively, generation, turnover intention, and professional identity were significant and moderately predictive of professional commitment (R2=0.308, b=26.12, p\u3c.001); however, turnover intention alone was the most powerful, inversely predictive factor (r=-0.550, p\u3c.001) of professional commitment. In interviews with mid to late career athletic trainers, they identified supportive and fatiguing factors that impact their persistence in athletic training. They also described developmental factors, specifically a need to adapt and advocate for themselves, as well as a need for experiences to develop resilience for the challenges that come with being an athletic trainer. Among the athletic trainers who have forfeited their credential, they demonstrated high levels of professional identity (92.01±12.10) and they described conflict in the local environment and in the values of the athletic training profession, both of which impacted their professional identity as an athletic trainer. As they described their migration out of athletic training, much of what served them was their personal values, anchoring them as they moved away from jobs where they had invested time and money into their training. Translation to Practice: Athletic training educators and leaders should integrate strategies to strengthen professional identity and commitment among both students and practicing athletic trainers. For students, curricula should emphasize resilience-building and self-advocacy while showcasing diverse career opportunities across the breadth of the profession. For practicing professionals, targeted development programs should address generational needs, offering support for career transitions and fostering adaptability. We must consider that the vitality of the profession is not the responsibility of one sector of education, but a responsibility across the career span of the athletic trainer. These initiatives can collectively enhance professional engagement, retention, and the vitality of athletic training
Faculty Perception of Lean Thinking in Higher Education
No full textThere are many challenges that higher education institutions (HEI) are facing that include rising cost of education, reduction in student population, competition from other universities and alternative educational platforms, as well as reduction in public confidence. To stay competitive, HEIs could utilize performance improvement methods that have been proven to be advantageous in manufacturing and other industries, and one of these methodologies is Lean. Application of Lean in higher education is still in the early stages of development, the methods have been mostly used to improve administrative processes, but not as much in the core educational processes, teaching and research. Articles and studies related to Lean implementation tend to focus on the application of tools and concepts while paying little to no attention to the attitudes of employees towards change with Lean implementation. To understand faculty perception, three goals were pursued. First, an estimate was obtained on the percentage of faculty familiar with Lean principles. Second, a survey was used to assess how ‘lean’ faculties’ current professional activities are based on faculty perspective. Finally, faculty perception of a selection of Lean principles was assessed and compared for those faculty familiar with Lean versus those without Lean knowledge using hypothesis testing. Knowing faculty attitudes towards Lean might help universities prepare for a change and reduce resistance to change. This research was conducted using quantitative research methods, and a survey design was used to collect the data. The survey was distributed among full-time faculty of US higher education institutions in the Midwest region, which included 12 states and 126 universities. Overall, 8,297 faculty out of total 85,520 faculty in the region were selected using a simple random sampling method, and they received an invitation to participate in the survey. A total of 476 responses were received, out of which 418 were valid. As a result, it was estimated that 13.4% of faculty are familiar with Lean. Also, responses to survey questions allowed assessing faculty evaluations of a selection of Lean principles as it relates to their institutions. The results indicate that faculty recognize leadership’s focus on student success, but there is also a lack of guidance and direction from immediate leadership. Faculty members are strongly focused on student success, have the autonomy to solve problems and can identify wasteful activities, but are lacking time for improvement efforts and lacking knowledge of standardized improvement approaches. Additionally, Spearman’s rank-order correlation analysis revealed several statistically significant correlations between faculty demographics data and some of the survey questions. The level of Lean expertise resulted in 10 positive correlations and overall more favorable views about Lean concepts. Finally, the perception of Lean was compared between a group of faculty members with no expertise in Lean and a group with a certain level of Lean expertise using hypothesis testing using a t-test. The hypothesis testing was performed for four statements in the “Perception of Lean and its principles” category of survey questions, and for two of them the null hypothesis was rejected, while for the other two the researcher failed to reject it. The results of this study could be beneficial for the purposes of Lean implementation planning. Specifically, the results could help to estimate training efforts and identify possible immediate areas that need improvement, as well as highlight the effect that certain university features and faculty demographic information can have on the perception of Lean principles
Cracking the Gender Code: Quantitative Insights Into Women\u27s Code-Switching Strategies in K-12 Educational Leadership
No full textWomen in K–12 education find themselves in the majority in the classroom but in the minority in administration positions. Social conditioning has led many to believe that men\u27s characteristics more naturally align with strong leadership. Because of this discrepancy, women find the need to act in an inauthentic way to be perceived as more confident and capable leaders. Code-switching is defined as a transactional social tool utilized in instances of an imbalance of power and in the development of relations and practices that help members of a subordinate group cope with or resist the condition of subordination (Heller, 2020). This study focused on gender-based code-switching among female administrators in the education field. A review of the literature identified eight categories of gender-based code-switching. Then, following the administration of a survey of building and district leaders, the categories were factor-analyzed into six distinct groups. The analysis revealed that many female administrators code-switch regardless of race/ethnicity, age, years as an administrator, or whether they work at the building or district level. The more they code-switch, the less psychological safety they have. This inability to be authentic at work has considerable implications, including work satisfaction, increased stress, and a detriment to personal health. A multinomial logistic regression was conducted to examine the extent to which age, race/ethnicity, years as an administrator, and current role predicted code-switching group membership (low, moderate, high). Results indicated that older age and being White significantly increased the odds of belonging to the high code‐switching group. While a perfect model for predicting code-switching was not developed through the study, with additional surveys, a model may likely be created during future research. To combat code-switching in the workplace, mentor programs specific to women can be created, and senior leaders can ensure office practices are not geared solely toward men. Female leaders can work to bring the next generation of women up alongside them and ensure they understand how code-switching can influence their long-term career satisfaction. More importantly, women must continue to change the definition of a strong leader to ensure that the natural characteristics women bring to the workplace are valued and celebrated
A New Approach to Self-Assessment of Community Engagement: A Case Study of Technological University Dublin
No full textBuilding upon existing international tools, the TEFCE (Towards a European Framework for Community Engagement of Higher Education) Toolbox for community engagement represents an innovative, robust, and holistic framework to support universities in reflecting upon their community engagement. Through a case study approach, this paper highlights the piloting of the TEFCE Toolbox at Technological University Dublin (TU Dublin), Ireland. Through an inclusive and participatory methodology, the process facilitated the recognition of community engagement achievements and the identification of potential areas for improvement
Alternative Spring Break: Engagement in a Rural, Low-Income Community
No full textCommunity engagement programs offer college students an opportunity to impact youth in rural, low-income communities. While in a rural setting where educational training and support is not abundant, college students learn about struggles that rural, low-income youth face in exploring and attending postsecondary education options. The Alternative Spring Break (ASB) program in Vinton County impacts over 1,000 youth each year by increasing their awareness to education opportunities beyond high school. ASB college students are provided classroom instruction time to deliver content and real-life experiences to Vinton County youth
Town and Gown: Engagement and Collaboration Between Local Municipalities and Institutions of Higher Education
No full textThe role of the local government within the context of engagement and collaboration with universities has largely been understudied. Employing a cross-sectional design, this study of 67 universities and 78 municipalities from 29 states examines how collaborative capacity impacts university and local government perceptions of engagement and collaboration with each other. The findings indicate that local government trust is the primary catalyst for both engagement and collaboration between the parties
The Civic Minded (Post) Graduate: Examining the Long-Range Benefits of Community-Engaged Service Learning
No full textThis project seeks to fill gaps in the knowledge about the long-term benefits of undergraduate participation in community-engaged service learning (CESL). A mixed-methods research protocol delivered to graduates of an R1 public university three years after the completion of a CESL senior capstone course observed significant divergences in knowledge and behavioral attributes of civic mindedness. This research methodology could be employed by other scholars to determine if these findings are reproducible
“I am so resilient right now”: Impact of the Life Skills Journey Summer Program on Métis Program Leaders
No full textThe authors present the impact of the Métis Settlements Life Skills Journey facilitator training program. Community members, aged 16 to 32, were hired and trained to lead youth summer camps. It was hypothesized that participation in the program and employment as facilitators would have a positive impact on their individual resilience. The program and employment were designed to increase participant knowledge in key areas of resilience and skills to engage chil-dren in learning through play