title: Factors of persistence among graduates of athletic training education programs.
abstract: BACKGROUND
  Previous researchers have indicated that athletic training education programs (ATEPs) appear to retain students who are motivated and well integrated into their education programs. However, no researchers have examined the factors leading to successful persistence to graduation of recent graduates from ATEPs.
  
  
  OBJECTIVE
  To determine the factors that led students enrolled in a postprofessional education program accredited by the National Athletic Trainers' Association (NATA) to persist to graduation from accredited undergraduate ATEPs.
  
  
  METHODS
  Qualitative study.
  
  
  METHODS
  Postprofessional education program accredited by the NATA.
  
  
  METHODS
  Fourteen graduates (12 women, 2 men) of accredited undergraduate entry-level ATEPs who were enrolled in an NATA-accredited postprofessional education program volunteered to participate.
  
  
  METHODS
  We conducted semistructured interviews and analyzed data through a grounded theory approach. We used open, axial, and selective coding procedures. To ensure trustworthiness, 2 independent coders analyzed the data. The researchers then negotiated over the coding categories until they reached 100% agreement. We also performed member checks and peer debriefing.
  
  
  RESULTS
  Four themes emerged from the data. Decisions to persist to graduation from ATEPs appeared to be influenced by students' positive interactions with faculty, clinical instructors, and peers. The environment of the ATEPs also affected their persistence. Participants thought they learned much in both the clinic and the classroom, and this learning motivated them to persist. Finally, participants could see themselves practicing athletic training as a career, and this greatly influenced their eventual persistence.
  
  
  CONCLUSIONS
  Our study gives athletic training educators insight into the reasons students persist to graduation from ATEPs. Specifically, athletic training programs should strive to develop close-knit learning communities that stress positive interactions between students and instructors. Athletic training educators also must work to present the athletic training field as exciting and dynamic.
authors.affiliation: Lynchburg College, Lynchburg, VA 24501, USA. Bowman.t@lynchburg.edu
authors.forename: Thomas G
authors.initials: TG
authors.lastname: Bowman
authors.forename: Thomas M
authors.initials: TM
authors.lastname: Dodge
mesh_terms: D000328:Adult; D004500:Education, Graduate; D005260:Female; D006801:Humans; D008297:Male; D036301:Qualitative Research; D013177:Sports / Q000193:education*; D013334:Students / Q000523:psychology*