Multistakeholder Perspectives on the Transition to a Graduate-Level Athletic Training Educational Model.
BACKGROUND
The decision has been made to move away from the traditional bachelor's degree professional program to a master's degree professional program. Little is known about the perceptions about this transition from those involved with education.


OBJECTIVE
To examine multiple stakeholders' perspectives within athletic training education on the effect that a change to graduate-level education could have on the profession and the educational and professional development of the athletic trainer.


METHODS
Qualitative study.


METHODS
Web-based survey.


METHODS
A total of 18 athletic training students (6 men, 12 women; age = 24 ± 5 years), 17 athletic training faculty (6 men, 9 women, 2 unspecified; 7 program directors, 5 faculty members, 3 clinical coordinators, 2 unidentified; age = 45 ± 8 years), and 15 preceptors (7 men, 7 women, 1 unspecified; age = 34 ± 7 years) completed the study.


METHODS
Participants completed a structured Web-based questionnaire. Each cohort responded to questions matching their roles within an athletic training program. Data were analyzed following a general inductive process. Member checks, multiple-analyst triangulation, and peer review established credibility.


RESULTS
Thirty-one (62%) participants supported the transition, 14 (28%) were opposed, and 5 (10%) were neutral or undecided. Advantages of and support for transitioning and disadvantages of and against transitioning emerged. The first higher-order theme, advantages, revealed 4 benefits: (1) alignment of athletic training with other health care professions, (2) advanced coursework and curriculum delivery, (3) improved student and professional retention, and (4) student maturity. The second higher-order theme, disadvantages, was defined by 3 factors: (1) limited time for autonomous practice, (2) financial concerns, and (3) lack of evidence for the transition.


CONCLUSIONS
Athletic training students, faculty, and preceptors demonstrated moderate support for a transition to the graduate-level model. Factors supporting the move were comparable with those detailed in a recent document on professional education in athletic training presented to the National Athletic Trainers' Association Board of Directors. The concerns about and reasons against a move have been discussed by those in the profession.
Department of Kinesiology, Athletic Training Program, University of Connecticut, Storrs.
Stephanie M
SM
Mazerolle
Department of Athletic Training, Lynchburg College, VA.
Thomas G
TG
Bowman
College of Education, Northern Illinois University, Dekalb.
William A
WA
Pitney
D000328:Adult; D001290:Attitude; D015331:Cohort Studies; D004500:Education, Graduate; D005178:Faculty; D005260:Female; D006801:Humans; D008297:Male; D008875:Middle Aged; D017145:Models, Educational; D010465:Perception; D010806:Physical Education and Training; D036301:Qualitative Research; D013177:Sports / Q000193:education*; D013334:Students; D011795:Surveys and Questionnaires
educational reform; evidence; reputation