title: The professional socialization of the graduate assistant athletic trainer.
abstract: BACKGROUND
  The graduate assistant athletic trainer (AT) position often serves as one's first experience working independently as an AT and is also an important aspect of the professional socialization process. The socialization experiences of graduate assistant ATs have yet to be fully explored.
  
  
  OBJECTIVE
  To understand the socialization process for graduate assistant ATs during their graduate experience.
  
  
  METHODS
  Qualitative study.
  
  
  METHODS
  We conducted phone interviews with all participants.
  
  
  METHODS
  A total of 25 graduate assistant ATs (20 women, 5 men) studying in 1 of 3 academic tracks: (1) accredited postprofessional athletic training program (n = 8), (2) postprofessional athletic training program (n = 11), or (3) a nonathletic training degree program (n = 6). The average age was 25 ± 5 years, and the median age was 24 years. Participants were certified by the Board of Certification for an average of 2 ± 0.4 years.
  
  
  METHODS
  We analyzed the data using a general inductive approach. Peer review, field notes, and intercoder reliability established trustworthiness. Data saturation guided participant recruitment.
  
  
  RESULTS
  The ability to gain clinical independence as a practitioner was an important socialization process. Having the chance to develop a relationship with a mentor, who provided support, guidance, and more of a hierarchical relationship, was an important socializing agent for the graduate assistant AT. Participants used the orientation session as a means to understand the expectations and role of the graduate-assistant position. Academic coursework was a way to achieve better inductance into the role via the opportunity to apply classroom skills during their clinical practice.
  
  
  CONCLUSIONS
  Socializing the graduate assistant blends formal and informal processes. Transition to practice is a critical aspect of the profession; thus, supporting autonomous practice with directed mentoring can promote professional maturity.
authors.affiliation: Department of Kinesiology, Athletic Training Program, University of Connecticut, Storrs;
authors.forename: Stephanie M
authors.initials: SM
authors.lastname: Mazerolle
authors.forename: Christianne M
authors.initials: CM
authors.lastname: Eason
authors.forename: Stephanie
authors.initials: S
authors.lastname: Clines
authors.forename: William A
authors.initials: WA
authors.lastname: Pitney
mesh_terms: D000328:Adult; D005260:Female; D006801:Humans; D033183:Interdisciplinary Communication; D008297:Male; D008611:Mentors / Q000523:psychology; D010806:Physical Education and Training / Q000379:methods*; D011361:Professional Competence / Q000592:standards*; D036301:Qualitative Research; D015203:Reproducibility of Results; D012951:Socialization; D013177:Sports / Q000193:education / Q000523:psychology; D014937:Work / Q000523:psychology
keywords: clinical reasoning; independence; mentorship; onboarding