Assessing the continuing education needs of Wisconsin athletic trainers: A comparison of three needs assessment methods

Licensed Athletic Trainers (LATs) are professionals specifically trained to prevent, evaluate, treat and rehabilitate injuries in physically-active individuals. There is little published information regarding their continuing education needs. The first purpose of this study was to determine the usefulness of three needs-assessment methods (content analysis of continuing education programs, interviews with key informants and a self report surrey) by comparing their strengths and weaknesses to identify four areas of program planning. The second purpose was to report the educational needs for LATs in Wisconsin by identifying: perceived needs for education in the six practice domains; differences in needs related to work setting; and preferences for program focus, instructional delivery methods and other program logistics. Information collected included: (a) content analysis of 81 regional continuing education programs offered to LATs, (b) structured interviews with 10 key informants and (c) a self-report survey sent to LATs (N = 353). All methods identified similar results regarding LATs' desire regarding program focus and instructional delivery methods. The content analysis and survey identified similar preferences for program logistics. The content analysis, key informants and survey produced contradictory information about domains of practice (topics desired). LATs identified their highest need for education in the domains: "Organization and administration" and "Immediate care." LATs had a similar level of educational need regardless of their practice settings. LATs preferred programs with a narrow focus that utilized interactive instructional methods other than large group lectures. "Desire to learn new skills" was the highest-rated incentive to attend programs, while "high cost" was the highest-rated disincentive. Thus, there was consensus between all three methods of needs assessment about three aspects of program planning, but a discrepancy in the identification of domains of practice and specific topics to be addressed. Continuing education providers should use a combination of all three methods to conduct needs assessments and should offer affordable, well-designed programs that address those needs.