IDEAS Climate Survey: Identifies Potential AT Educational Needs

During the second half of 2023, the BOC’s Inclusion, Diversity, Equity and Advocacy Strategies (IDEAS) Committee facilitated the IDEAS Climate Survey. This study was designed to provide an overview touchpoint of the current workplace climate related to diversity, equity, inclusion and advocacy within the athletic training profession related to patient care and the work environment. The survey targeted Athletic Trainers (ATs) with feedback intended to identify potential gaps in training and resources related to IDEAS overall.

Survey questions were focused in the following areas:

• Workplace Climate
• Barriers
• Educational Needs

Responses to survey questions showed trends related to workplace issues around equity and microaggressions/harassment, as well as the ability to provide optimum care to patients. Overall, results denoted that ATs face some issues at work relating to equity and harassment and are looking to feel prepared to handle such situations. Regarding patient care, responses indicate that ATs are open to additional education to improve their ability to meet patient-specific needs and achieve optimum care.

Highest-rated topics for desired additional education:

As you are developing programs to meet AT demands, consider incorporating this type of information, as applicable. Not only are ATs looking for this type of coursework, but we are seeing various states begin to integrate state-specific requirements centered around health equity. The state of Washington approved a new rule that ATs in its state must complete one hour of health equity continuing education (CE). This one hour of health equity CE every two years is required to equip health care workers with the skills to recognize and address health inequities in their daily work.

Washington’s minimum standards for this type of program include instruction on skills to address the structural factors, such as bias, racism, and poverty, that manifest as health inequities. These skills include individual-level and system-level intervention and self-reflection to assess how the licensee’s social position can influence their relationship with patients and their communities. These skills enable a health care professional to care effectively for patients from diverse cultures, groups and communities, varying in race, ethnicity, gender identity, sexuality, religion, age, ability, socioeconomic status and other categories of identity.