Perception of Education Interventions Used During the Pandemic Clinical Interruption in Athletic Training Education

Abstract

Clinical experiences are imperative but can be limited in providing students with a full spectrum of experiences; this was especially true when clinical experiences were interrupted during the pandemic. The sudden interruption of in-person clinical opportunities prompted programs to incorporate alternative educational interventions to support continued skill development. This study examined which alternative clinical education interventions were implemented during the interruption and explored students’ perceptions of their effectiveness compared to traditional clinical experiences. This cross-sectional study surveyed final-year athletic training students in accredited U.S. programs who experienced pandemic-related clinical disruptions and were preparing for the Board of Certification (BOC) exam. Students responded to surveys about the alternative interventions, clinical skill perceptions, and prior traditional experiences. Data from five intervention groups were analyzed to assess the relationship between BOC performance and the national three-year first-time pass rate. Students who received an intervention during the clinical interruption reported significantly more positive perceptions than those who did not (F[4,93] = 4.42, p = .003, η² = .16). All intervention groups had higher BOC pass rates than the national three-year average. These findings suggest that alternative interventions can support clinical education and encourage clinical skill development without negatively affecting performance or perceptions.