Athletic Training Students’ Use of Evidence-Based Practice Professional Behaviors During Clinical Experiences: A Report From the Association for Athletic Training Education Research Network

Abstract

With the incorporation of evidence-based practice (EBP) during patient care as a curricular content standard, professional programs must prepare athletic training students (ATSs) for the application of EBP during the delivery of patient care. We aimed to examine ATSs’ implementation of professional behaviors associated with EBP during patient encounters (PEs). Through a multisite panel design, we tracked numerous factors associated with PEs experienced by 363 ATSs of 12 professional athletic training programs. Generalized estimating equation models were used to analyze the likelihood that students included EBP behaviors during 30,522 PEs. Clinical site type (p < .001), student role (p < .001), and encounter length (p < .001) were associated with all three EBP professional behaviors while clinical site type (p < .001) was also associated with whether the ATS asked a question of a clinician, including their preceptor. Program administrators seeking to promote the greatest opportunities for ATSs to implement EBP during patient care should seek clinic-based or other nonacademic site types that promote longer PEs in which students can perform or assist their preceptor.