School of Education


Doctor of Education in Curriculum & Instruction (EdD)


Kristy Motte


interprofessional education, athletic training education, faculty perspective, collaborative learning, transition theory




The purpose of this qualitative phenomenological study was to explore current athletic training faculty perceptions regarding their transition from an undergraduate degree to a master’s level athletic training program that includes interprofessional education (IPE). IPE can be defined as a collaborative learning experience between two or more healthcare profession programs. The theory guiding this study was Schlossberg’s transition theory. The connection between Schlossberg’s transition theory and faculty perspectives on transition from an undergraduate to graduate curriculum was how the faculty cope before, during, and after the transition. Purposeful, snowball sampling was used to select 10 participants sharing the common experience of implementing IPE within a Master of Athletic Training Education program. This study’s data collection included individual interviews, journal prompts, and focus-group interviews. Moustakas’ modified Van Kaam method was used for data analysis to develop a rich description of participants’ experiences with transitioning to an MAT that included IPE. From the descriptions, three themes emerged: (1) Faculty need to feel supported when moving through a transition; (2) faculty education on IPE implementation strategies is important for creating meaningful IPE interactions; and (3) faculty need proper training and preparation prior to implementing IPE within an MAT.

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