title: Overcoming barriers to implementation of evidence-based practice concepts in athletic training education: perceptions of select educators.
abstract: BACKGROUND
  The 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.
  
  
  OBJECTIVE
  To 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.
  
  
  METHODS
  Qualitative interviews of emergent design with grounded theory.
  
  
  METHODS
  Undergraduate CAATE-accredited athletic training education programs.
  
  
  METHODS
  Eleven educators (3 men, 8 women). The average number of years teaching was 14.73 ± 7.06.
  
  
  METHODS
  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.
  
  
  RESULTS
  Educators 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.
  
  
  CONCLUSIONS
  Educators 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.
authors.affiliation: Texas Christian University, TCU Box 297730, Fort Worth, TX 76129, USA. s.manspeaker@tcu.edu
authors.forename: Sarah
authors.initials: S
authors.lastname: Manspeaker
authors.forename: Bonnie
authors.initials: B
authors.lastname: Van Lunen
mesh_terms: D001291:Attitude of Health Personnel; D004493:Education; D055317:Evidence-Based Practice / Q000379:methods*; D015444:Exercise; D005178:Faculty; D007722:Health Knowledge, Attitudes, Practice; D006801:Humans; D007407:Interviews as Topic; D010806:Physical Education and Training; D013177:Sports / Q000193:education*; D013334:Students