The Socialization and Development of the Coordinator of Clinical Education in Athletic Training

Abstract

Context Coordinators of Clinical Education (CCEs) play an important role in clinical education, yet they often receive little to no formal training in the role. The experiences of the CCE and preparation for their role is unknown; therefore, the purpose of this study was to explore the professional socialization of CCEs into their roles. Methods A total of 36 CCEs with a minimum of 1-year experience as a CCE (31 women, 5 men; 5.2 ± 4.7 years of experience as CCE) participated in this qualitative study. Data saturation guided the number of participants. Seven focus-group interviews were completed following a semistructured interview guide developed based on previous socialization research. Data were analyzed through consensual qualitative review, with data coded for common themes and subthemes. Trustworthiness was established via peer review and multianalyte triangulation. Results Two themes emerged: role and socialization. Role is described as responsibilities, collaboration, and challenges. Participants described responsibilities including complete oversight of clinical education, preceptor development, evaluation and assessment of clinical skills, and administrative duties. CCEs described the importance of collaboration, both internally and externally. CCEs faced challenges such as time management, conflict management, and navigating institutional policies. Socialization described preparation, integration into the role, resources, and needs. CCEs described minimal preparation, and most did not feel prepared to take on all aspects of the role. CCEs described role integration, which included meeting with the program director, reviewing the job description and the Commission on Accreditation of Athletic Training Education (CAATE) Standards, and trial and error. During socialization, they described a variety of resources such as conferences and the CAATE Standards to provide guidance. Last, participants identified needs including specific job description, a timeline for tasks, and professional development. Conclusions Overall, participants felt adequately prepared for some aspects of their roles, but less prepared for others. Additional professional development is necessary to make CCEs more successful.