Simulated Patients Are Predominantly Used to Teach and Evaluate Athletic Training Students’ Skills: A 10-Year Follow-Up

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dc.contributor.author Armstrong, Kirk J.
dc.contributor.author Walker, Stacy E.
dc.contributor.author Weidner, Thomas
dc.date.accessioned 2020-09-02T15:33:16Z
dc.date.available 2020-09-02T15:33:16Z
dc.date.issued 2018-07
dc.identifier.citation Armstrong, K.J., Walker S.E., Weidner, T. (2018) Simulated patients are predominantly used to teach and evaluate athletic training students’ skills: a 10-year follow-up. Athletic Training Education Journal, 13(3), 281–289. https://doi.org/10.4085/1303281 en_US
dc.identifier.uri http://cardinalscholar.bsu.edu/handle/123456789/202309
dc.description.abstract In our previous research, simulations were used as the predominant method used to evaluate athletic training students’ clinical skills. However, there is growing evidence in health care education today to suggest that the traditional methods used to teach clinical skills, such as history taking, physical examination, differential diagnosis, psychological/ ethical/legal issues, and management plan making, are inadequate.Across medical and health care education, students have expressed frustration with passive approaches to learning preferring those methods that allow for active thinking, clinical decision making, and opportunities to obtain feedback regarding their performance. The role of providing effective feedback to the learner is the single most important feature that affects learning. en_US
dc.relation.isversionof https://doi.org/10.4085/1303281 en_US
dc.subject simulations en_US
dc.subject standardized patients en_US
dc.subject teaching methods en_US
dc.subject evaluation methods en_US
dc.title Simulated Patients Are Predominantly Used to Teach and Evaluate Athletic Training Students’ Skills: A 10-Year Follow-Up en_US
dc.type Article en_US


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