Athletic training education programs: to rank or not to rank?

OBJECTIVE: To discuss the literature regarding educational program ranking and to provide insights concerning undergraduate and graduate athletic training education ranking systems. BACKGROUND: The demand for accountability and the need to evaluate the quality of educational programs have led to program ranking in many academic disciplines. As athletic training becomes more recognized within the medical community, determining a program's quality will become increasingly important. DESCRIPTION: We describe program rankings used in other disciplines for determining quality and providing measures of accountability. We discuss the strengths and weaknesses of both subjective and objective ranking systems, as well as the arguments for using program rankings in athletic training. Future directions for program ranking and potential research questions are suggested. APPLICATIONS: Ranking systems on the basis of levels of perceived quality and academic productivity of programs that prepare future professionals will help potential undergraduate and graduate students make informed decisions when selecting an educational program.

Continuing education in athletic training: an alternative approach based on adult learning theory.

OBJECTIVE: To offer an alternative perspective on current continuing education practices and to propose a model for facilitating continuing education in the athletic training workplace. BACKGROUND: Professional knowledge can quickly become outdated, and the personal/professional contexts of allied medical fields such as athletic training are becoming increasingly more complex, making continuing education paramount. Adult learning theory suggests that individuals are self- directed, autonomous learners in nature and that experience is a rich source for learning, subsequently making the workplace a fruitful environment in which to engage in continuing education. Unfortunately, mandating continuing education may violate the voluntary nature of adult learning, making the practice questionable. Therefore, alternative aspects of continuing education may be helpful. DESCRIPTION: This article consists of a brief synthesis of related literature that offers an alternative perspective of continuing education and proposes a model for facilitating continuing education in the workplace. The model's foundation includes preparing an environment conducive to learning and then focuses on identifying learning needs, setting goals, implementing specific strategies to facilitate self-directed learning, and assessing leaming. Additionally, the model suggests that ongoing reflection is a key factor in enhancing the identification of learning needs, goals, and strategies. ADVANTAGES: The model may best be used by clinical coordinators, directors, and supervisors to better facilitate employee learning and subsequently improve patient care delivery.

Improving rehabilitation effectiveness by enhancing the creative process.

Creativity is a tacit component of a rehabilitation program that must be exercised by a clinician to avoid stagnation of rehabilitative innovation. Enhancing creativity can improve rehabilitation effectiveness but requires a conscious effort on the part of a clinician. There are many components to encouraging the creative process, but few authors have grouped them into a single step-by-step process. The authors of this paper have developed the CLEAR method to enhancing creativity. This method represents a summation of various strategies offered in the literature and comprises five steps: 1) challenging old routines, 2) learning new attitudes, 3) enlisting idea-generation exercises, 4) assessing the new idea for safety, and 5) revising the idea so that it is safe and suitable for rehabilitation.

The integrated dynamic exercise advancement system technique for progressing functional closed kinetic chain rehabilitation programs.

Graded exercise progressions are necessary during the rehabilitation process. We developed the Integrated Dynamic Exercise Advancement System (IDEAS) to fill this void. There appears to be a lack of progression/advancement systems for closed kinetic chain exercises, even though the IDEAS technique for advancing closed chain activities is comprised of two phases: preparing a safe environment and advancing the exercise. Phase one includes a conceptual checklist to assess the safety of the environment. Phase two is a six-step process that challenges each plane of motion by adding speed, workload, external stimuli, and terrain changes. The IDEAS technique is presented to safely prepare an environment and help clinicians to put thought into advancing an exercise program. The IDEAS technique is suggested for use in other arenas such as strength and conditioning.

The role of limb torque, muscle action and proprioception during closed kinetic chain rehabilitation of the lower extremity.

This paper defines the differences between open and closed kinetic chain exercise and explains the role of limb torque, muscle action, and proprioception during rehabilitation of the lower extremity. Closed kinetic chain rehabilitation is shown to decrease shear forces, increase proprioception, and increase muscle group coordination through examples of progressive exercises. The authors conclude that closed kinetic chain rehabilitation is an economical, efficient, and effective means of rehabilitation, with the ultimate goal of enhancing proprioception, thus gaining lower extremity joint stability.