Document Type
Article
Publication Date
2025
DOI
10.4085/1947-380X-25-024
Publication Title
Journal of Athletic Training Education and Practice
Volume
21
Issue
3
Pages
228-230
Abstract
Context
Immersive clinical experiences (ICEs) were integrated into athletic training education to enhance student learning. However, their structure and effect remain poorly understood.
Objective
To highlight the lack of research on ICEs and the need for data-driven improvements in athletic training education.
Background
Since the transition to graduate-level education, ICEs have been required to provide students with uninterrupted exposure to professional practice. Despite this requirement, little evidence exists regarding their effectiveness or best implementation practices.
Synthesis
Authors of recent studies have revealed inconsistencies in implementation, limited placement diversity, and inadequate preceptor training. Despite widespread adoption, little evidence supports how ICEs influence skill development, patient care competency, or transition to practice.
Results
Immersive clinical experiences vary in length, structure, and clinical setting. Most occur in secondary schools or collegiate settings, limiting exposure to diverse employment environments. Preceptors receive logistical, not pedagogical, training, affecting student engagement. Differences exist in time spent on nonpatient care tasks, but patient care exposure remains unchanged.
Recommendations
Future researchers should determine the optimal timing, duration, and structure of ICEs. Expanding placements to diverse settings and improving preceptor training are also essential for maximizing student learning. '
Conclusions
Immersive clinical experiences were introduced to enhance student preparation, but their benefits remain unproven. Without research-driven improvements, their potential may be unrealized.
Rights
© National Athletic Trainers' Association 2025. All rights reserved.
Included with the kind written permission of the copyright holder.
ORCID
0000-0003-3171-9141 (Cavallario)
Original Publication Citation
Cavallario, J. M., & Singe, S. M. (2025). Lost in transition: The need for research on immersive clinical experiences in athletic training education. Journal of Athletic Training Education and Practice, 21(3), 228-230. https://doi.org/10.4085/1947-380X-25-024
Repository Citation
Cavallario, Julie M. and Singe, Stephanie M., "Lost in Transition: The Need for Research on Immersive Clinical Experiences in Athletic Training Education" (2025). Rehabilitation Sciences Faculty Publications. 170.
https://digitalcommons.odu.edu/pt_pubs/170