Date of Award

Summer 2009

Document Type


Degree Name

Master of Science in Education (MSEd)


Human Movement Sciences


Athletic Training

Committee Director

Bonnie Van Lunen

Committee Member

James Onate

Committee Member

Stacy Walker

Call Number for Print

Special Collections LD4331.E44 W45 2009


Evidence-based practice (EBP) is a phenomenon that has transitioned into various medical and allied health professions over the past several decades. The purpose of this study was to assess knowledge and calibration levels of evidence-based concepts in athletic training educators, as well as determine the effectiveness of an EBP single-day workshop. All educators attending the 2009 Athletic Training Educators' Conference (N=498) were solicited to participate in this study; 62 male (41.32 ± 8.92) and 79 female (36.08 ± 7.91) responded for a response rate of 28.3% (years of AT teaching experience = 9.81 ± 7.19). A twenty question multiple choice and twenty-two likert scale assessment survey was developed to measure knowledge, comfort, and importance levels concerning eleven fundamental EBP concepts. In addition, a questionnaire was utilized to collect multiple demographic characteristics that could have an effect on knowledge scores. The instrument was reviewed by a panel of experts and then pilot tested with a selected group of athletic training educators. Subjects scored a mean percentage of 64.4 ± 13.48 on the knowledge section with a range of 30.00 - 90.00. The mean score for the comfort section was 2.4 ± 0.65 with a range of 1.00 - 4.00. The mean score for the importance section was 3.3 ± 0.48 with a range of 1.81 - 4.00. In regards to the single-day workshop, there was no difference in pre-workshop (66.00 ± 13.29) and post-workshop (69.50 ± 9.26) composite knowledge percentages. There was also no difference in pre-workshop (2.46 ± 0.70) and post-workshop (2.95 ± 0.59) composite comfort scores. Finally, there was no difference in pre-workshop (3.42 ± 0.24) and post-workshop (3.42 ± 0.45) composite importance scores. The results suggest that athletic training educators may benefit from further education in evidence-based practice via workshops and short-courses. Further research should include the creation of additional single-day workshops and then examine their effectiveness on athletic training educators as well as clinicians.


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