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The Implementation of Metacognitive Stratigies and the Gradual Release of Responsibility Model to Improve Preceptor Behaviors and Student Clinical Autonomy
Abstract
The present study focused on strategies to address the limited pedagogical training for certified athletic trainers who are preceptors. It examines the implementation of metacognitive strategies and the gradual release of responsibility model and its effects on preceptor behaviors and student clinical autonomy. The role of a preceptor is important to the growth of an athletic training student, but preceptors often lack the pedagogical training needed to teach athletic training students in the clinical setting. Teaching preceptors how to use the gradual release of responsibility model to improve preceptor behaviors should improve student clinical autonomy. This study used a multiple baseline single-subject design consisting of 12-weeks with a four-week intervention. The participants were preceptors (n = 4) and students (n = 17). The Survey of Effective Clinical Educator Behaviors was used to examine student perceptions of preceptor behaviors throughout the 12-week study. The Observational Record of Clinical Educator Behaviors was used to examine preceptor behaviors during 30-minute video recordings that were conducted each week during the study. The Survey of Clinical Autonomy was developed to examine students’ perceived clinical autonomy and was administered pre- and post-study. The intervention included three meetings per week with each preceptor consisting of a planning conference, fieldwork observation, and feedback conference. Quantitative and qualitative statistics were used to examine the findings. On average, preceptors improved in behaviors using positive behaviors 21.5% of the time during the baseline and 32.8% of the time during the intervention, however, these improvements were not maintained during the maintenance phase (22.0%). There was no significant difference in pre and post-test for the Survey of Clinical Autonomy (t (16) = 0.4, p = 0.38). All preceptors reported thinking differently about their duel role as educators and clinicians after the four-week intervention and appreciated the gradual release of responsibility model as a way to think about giving students more hands-on experience. The researcher found that the preceptors needed more time and support with the gradual release of responsibility model to experience lasting growth in preceptor behaviors.
Subject Area
Teacher education
Recommended Citation
Wilson, Samantha Jean, "The Implementation of Metacognitive Stratigies and the Gradual Release of Responsibility Model to Improve Preceptor Behaviors and Student Clinical Autonomy" (2019). ETD collection for University of Nebraska-Lincoln. AAI27547499.
https://digitalcommons.unl.edu/dissertations/AAI27547499