Time's up! Needed cultural changes in athletic training education and clinical practice
Context Culturally competent care has been on the radar of peer health care professions for
many years. The unique patient populations that athletic trainers work with lend us to be at
the forefront of delivering truly patient-centered care. However, we have not yet
appropriately incorporated this tenet of evidence-based practice. Objective To convey the
importance of culturally inclusive care and education to athletic training clinical practice and
educational programs. We also present a novel way to intertwine inclusivity in the classroom …
many years. The unique patient populations that athletic trainers work with lend us to be at
the forefront of delivering truly patient-centered care. However, we have not yet
appropriately incorporated this tenet of evidence-based practice. Objective To convey the
importance of culturally inclusive care and education to athletic training clinical practice and
educational programs. We also present a novel way to intertwine inclusivity in the classroom …
Context
Culturally competent care has been on the radar of peer health care professions for many years. The unique patient populations that athletic trainers work with lend us to be at the forefront of delivering truly patient-centered care. However, we have not yet appropriately incorporated this tenet of evidence-based practice.
Objective
To convey the importance of culturally inclusive care and education to athletic training clinical practice and educational programs. We also present a novel way to intertwine inclusivity in the classroom and the clinic in a way that is accessible at any point in one's cultural competence journey.
Background
Historically, cultural competence in athletic training education has focused on ethnicity and race. The students we teach and the patients we treat share a variety of cultures that are often forgotten yet need to be included for a more holistic approach.
Recommendation(s)
Athletic trainers and athletic training educators need to continue the journey toward delivering culturally inclusive care. This journey also needs to extend to the classroom, from the delivery methods of teaching to the way we interact with our students. Teaching priorities should include a focus on the cultures around and within our profession.
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