Abstract
The purpose of this quantitative survey study was to explore the prevalence of active learning methods within professional athletic training education programs (ATP). In addition, this study also examined the relationship between the active learning methods and the specific athletic training learning outcome of the Board of Certification (BOC) pass rate. The information processing system and adult learning theory were used as the theoretical foundation of the study. The outcomes of active learning at the department level, especially within science education, was significant in developing the study. Sixty-eight professional-level Commission on the Accreditation for Athletic Training Education (CAATE) Program Directors participated in this study. These participants completed the Teaching Practices Inventory (TPI) to assess active learning techniques within the programs. The primary investigator also collected BOC exam pass rates from the CAATE website. Findings concluded that ATPs that implemented active learning within their departments had much higher TPI scores, but these programs were not as prevalent as those with lower TPI scores. Furthermore, no significant relationship was demonstrated between active learning levels and BOC exam pass rates. However, when comparing the mean level of low BOC pass rates, those programs in the high active learning category were greater than in the low active learning category. Therefore, there is evidence to indicate that active learning may provide some benefit within athletic training education, and it is recommended that athletic training programs begin to utilize active learning methods throughout their entire department to develop a learner-centered culture, focused on improving learning outcomes within athletic training education.|Keywords: Active learning, athletic training education, prevalence, evidence-based