Date
11-2021
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Shanna Akers
Keywords
Interprofessional Education, Degree Transition, Didactic Curriculum, Clinical Education
Disciplines
Education
Recommended Citation
Hobson, Zachary Ryan, "The Impact of Master's Level Status on Athletic Training Programs' Planning and Implementation of Interprofessional Education Curricula: A Causal-Comparative, Predictive, Correlational Study" (2021). Doctoral Dissertations and Projects. 3272.
https://digitalcommons.liberty.edu/doctoral/3272
Abstract
The purpose of this study was to determine if a significant difference in the extent of interprofessional education (IPE) implementation exists between recently-transitioned and established Master of Athletic Training (MAT) programs, as well as if a significant difference in the extent of IPE implementation exists between MAT programs’ didactic curriculum and clinical education. Additionally, this study evaluated if the number of years a program has been at the MAT status is predictive of successful IPE implementation. The researcher used the 10-item form of the Interprofessional Education Assessment and Planning Instrument for Academic Institutions to collect data on IPE implementation from 66 program directors of Commission on Accreditation of Athletic Training Education (CAATE)-accredited MAT programs across the United States. An independent samples t test did not reveal a statistically significant difference in IPE implementation at an alpha level of .02 between recently-transitioned and established MAT programs. Furthermore, a Wilcoxon signed rank test did not reveal a statistically significant difference in IPE implementation between MAT programs’ didactic curriculum and clinical education. Lastly, a bivariate linear regression analysis failed to produce a strong, statistically significant model to predict IPE implementation from the number of academic years at the MAT status. The lack of statistically significant results may be the function of limited survey responses, especially among established MAT programs. The researcher recommends additional research on IPE implementation, as more athletic training programs make the transition to the MAT degree. Finally, the researcher posits that further guidance from the CAATE will improve IPE implementation across both recently-transitioned and established MAT programs.
