Date of Award

6-25-2026

Document Type

Dissertation

Degree Name

Doctor of Philosophy (Ph.D.)

School Name

College of Health Professions

Department

Health Professions

Major Advisor

Elisabeth (Beth) Shoulders

Second Advisor

Alma Mattocks

Third Advisor

Elizabeth Levay

Fourth Advisor

Lyndsey Blair

Abstract

Athletic training preceptors play a critical role in clinical education by evaluating student competence; however, little is known about their preparedness to assess competency-based standards, particularly when using emerging tools such as artificial intelligence (AI). The purpose of this study was to examine preceptors’ accuracy in applying Commission on Accreditation of Athletic Training Education (CAATE) standards and classifying student proficiency within AI-generated clinical scenarios, and to determine whether accuracy differed based on preceptor characteristics.

This quantitative, cross-sectional study included Board of Certification-certified athletic trainers who had served as preceptors within the past five years (N = 68). Participants completed an online survey consisting of five AI-generated scenarios aligned with CAATE standards. For each scenario, participants selected the appropriate standard (application) and classified performance as proficient or non-proficient. Descriptive statistics, chi-square test of independence, and Fisher’s exact tests were used to analyze associations between accuracy and preceptor characteristics.

Overall accuracy was low, with 7.4% of participants correctly applying and classifying all scenarios. Classification accuracy was generally higher than application accuracy, although combined accuracy varied across scenarios. Most preceptor characteristics were not significantly associated with accuracy. However, years certified as an athletic trainer was significantly associated with application accuracy for one scenario, with participants certified for 20 or more years demonstrating lower accuracy than those certified for fewer years. Completion of the National Athletic Trainers’ Association preceptor training course was not associated with improved accuracy. Because the final sample size was substantially smaller than the target identified through the priori power analysis, the study was underpowered, limiting its ability to detect small but potentially meaningful differences.

Targeted, scenario-based training may be necessary to improve preceptor preparedness and promote consistency in clinical education evaluation.

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