{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2025,6,12]],"date-time":"2025-06-12T00:49:06Z","timestamp":1749689346423,"version":"3.41.0"},"reference-count":23,"publisher":"National Athletic Trainers' Association","issue":"9","content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":[],"published-print":{"date-parts":[[2015,9,1]]},"abstract":"Context<\/jats:title>\u2003The decision has been made to move away from the traditional bachelor's degree professional program to a master's degree professional program. Little is known about the perceptions about this transition from those involved with education.<\/jats:p><\/jats:sec>Objective<\/jats:title>\u2003To examine multiple stakeholders' perspectives within athletic training education on the effect that a change to graduate-level education could have on the profession and the educational and professional development of the athletic trainer.<\/jats:p><\/jats:sec>Design<\/jats:title>\u2003Qualitative study.<\/jats:p><\/jats:sec>Setting<\/jats:title>\u2003Web-based survey.<\/jats:p><\/jats:sec>Patients or Other Participants<\/jats:title>\u2003A total of 18 athletic training students (6 men, 12 women; age = 24 \u00b1 5 years), 17 athletic training faculty (6 men, 9 women, 2 unspecified; 7 program directors, 5 faculty members, 3 clinical coordinators, 2 unidentified; age = 45 \u00b1 8 years), and 15 preceptors (7 men, 7 women, 1 unspecified; age = 34 \u00b1 7 years) completed the study.<\/jats:p><\/jats:sec>Data Collection and Analysis<\/jats:title>\u2003Participants completed a structured Web-based questionnaire. Each cohort responded to questions matching their roles within an athletic training program. Data were analyzed following a general inductive process. Member checks, multiple-analyst triangulation, and peer review established credibility.<\/jats:p><\/jats:sec>Results<\/jats:title>\u2003Thirty-one (62%) participants supported the transition, 14 (28%) were opposed, and 5 (10%) were neutral or undecided. Advantages of and support for transitioning and disadvantages of and against transitioning emerged. The first higher-order theme, advantages, revealed 4 benefits: (1) alignment of athletic training with other health care professions, (2) advanced coursework and curriculum delivery, (3) improved student and professional retention, and (4) student maturity. The second higher-order theme, disadvantages, was defined by 3 factors: (1) limited time for autonomous practice, (2) financial concerns, and (3) lack of evidence for the transition.<\/jats:p><\/jats:sec>Conclusions<\/jats:title>\u2003Athletic training students, faculty, and preceptors demonstrated moderate support for a transition to the graduate-level model. Factors supporting the move were comparable with those detailed in a recent document on professional education in athletic training presented to the National Athletic Trainers' Association Board of Directors. The concerns about and reasons against a move have been discussed by those in the profession.<\/jats:p><\/jats:sec>","DOI":"10.4085\/1062-6050-50.7.08","type":"journal-article","created":{"date-parts":[[2016,9,19]],"date-time":"2016-09-19T19:05:49Z","timestamp":1474311949000},"page":"964-976","source":"Crossref","is-referenced-by-count":10,"title":["Multistakeholder Perspectives on the Transition to a Graduate-Level Athletic Training Educational Model"],"prefix":"10.4085","volume":"50","author":[{"given":"Stephanie M.","family":"Mazerolle","sequence":"first","affiliation":[{"name":"Department of Kinesiology, Athletic Training Program, University of Connecticut, Storrs"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Thomas G.","family":"Bowman","sequence":"first","affiliation":[{"name":"Department of Athletic Training, Lynchburg College, VA"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"William A.","family":"Pitney","sequence":"first","affiliation":[{"name":"College of Education, Northern Illinois University, Dekalb"}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"2557","reference":[{"key":"2020060411180594500_i1062-6050-50-9-964-b01","unstructured":"Accredited programs. Commission on Accreditation of Athletic Training Education Web site. http:\/\/caate.net\/search-for-accredited-program\/. Accessed March 25, 2015."},{"key":"2020060411180594500_i1062-6050-50-9-964-b02","unstructured":"Standards for the Commission on Accreditation of Athletic Training Education Web site. http:\/\/caate.occutrain.net\/wp-content\/uploads\/2014\/01\/2012-Professional-Standards.pdf. Accessed March 25, 2015."},{"key":"2020060411180594500_i1062-6050-50-9-964-b03","unstructured":"Professional education in athletic training: an examination of the professional degree level. National Athletic Trainers' Association Web site. http:\/\/www.nata.org\/sites\/default\/files\/The_Professional_Degree_in_Athletic_Training.pdf. 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