Promoting Patient Mental Health: Lessons & Considerations from a Sport Psychology Perspective (1.25 BOC Category A CEUs / 0.4 CATA CEUs - FREE)

Course Instructor:
Justin DiSanti, PhD
(this instructor reports no financial or non-financial disclosures)

An increasingly important emphasis of athletic training practice is the promotion of patients' mental and emotional well-being. Despite the perceived importance of addressing these domains of health, research has shown that athletic trainers often feel uncertain about specific strategies that are within their professional competencies and ethical standards that can effectively impact their patients' health. To this end, this course describes key research findings related to mental health promotion in athletic training settings, as detailed by a sport psychology professional who has collaborated with athletic trainers and other clinicians within the health sciences. Additionally, learners will be guided through a mental skills workshop - including positive self-talk, diaphragmatic breathing, and imagery - which aims to allow athletic trainers to leave the course with specific strategies, practical considerations, and greater comfort in their role in promoting their patients' psychosocial health. 

The specific objectives for this course include the development of the participant’s ability to:

1. Identify key issues and trends regarding patient mental health
2. Discuss various mental skills and techniques to promote patient mental health
3. Highlight practical strategies and considerations related to promoting patient mental health
   

According to the education levels described by the PDC, this continuing education course is considered to be Essential Level, and is appropriate for all athletic trainers.

This course is approved for 0.4 CATA CEUs

Social Determinants of Health in Athletic Healthcare (0.75 BOC Category A CEUs / 0.4 CATA CEUs - FREE)

Course Instructor:
Kelsey Picha, PhD, ATC
(this instructor reports no financial or non-financial disclosures)

This course is designed to introduce social determinants of health to athletic trainers. Social determinants of health are the conditions in which we live, learn, work, play, and grow each and every day. Examples of social determinants of health include education, income, social support, physical environment, and access to healthcare. These social conditions can have a positive or negative influence on individual patient and population health. Social determinants of health have been studied at length within the greater healthcare community with findings indicating that they matter more to health and well-being than the care we provide. Attention and recognition needs to be brought to these factors outside our care in order to better serve our patient populations. 

The specific objectives for this course include the development of the participant’s ability to:

1. Define social determinants of health
2. Discuss the role social determinants of health play in individual and population health
   
3. Identify social determinants within your patient populations
4. Explain how social determinants of health may present in athletic healthcare
5. Appreciate the role of athletic trainers in identifying and intervening when social determinants of health are observed in patients to promote better patient outcomes

According to the education levels described by the PDC, this continuing education course is considered to be Essential Level, and is appropriate for all athletic trainers.

This course is approved for 0.4 CATA CEUs

Examination of Concussion Reporting Influences and Educational Programs (0.75 BOC CEUs - FREE)

Course Instructor:
Michelle Weber Rawlins, PhD, ATC
(this instructor reports no financial or non-financial disclosures)

It is estimated approximately 500,000 to 1.2 million sport-related concussions are untreated in individuals 18 years old and younger in the United States annually. Estimating the prevalence of those that do not seek medical care is especially important, because some authors approximate that more than 50% of concussions go unreported. In an effort to improve concussion reporting behavior, numerous educational interventions have been developed. The overall aim of these educational materials is to provide individuals with general concussions knowledge, and emphasize the importance of reporting the injury. However, knowledge has been shown to have little impact on actual seeking medical attention for a potential concussion. All states deemed concussion education important enough to mandate education completion. However, these mandate does not depict what type of concussion education should be given, when, or exactly whom should receive education. Even with these mandates, little is known or considered about the effectiveness of the programs administered. This presentation will include factors that influence concussion reporting behavior, and various concussion education programs. Clinicians will then understand concussion educational programs available to them, initials steps for implementation, and program effectiveness (if known). Even if administering a specific mandated concussion education program, clinicians will gather information about ways to supplement that initial education. With information presented in this session, health care professionals will be able to create a conducive concussion reporting environment.

The specific objectives for this course include the development of the participant’s ability to:

1. Identify factors that influence concussion reporting
2. Describe common concussion educational programs and the known program effectiveness
3. Implement strategies to improve concussion reporting

According to the education levels described by the PDC, this continuing education course is considered to be Essential Level, and is appropriate for all athletic trainers.

Role of Sports Specialization on Injury, Overtraining, Burnout, and Mental Health Considerations (0.75 BOC Category A CEUs / 0.4 CATA CEUs - Free 

Course Instructor:
Tamara McLeod, PhD, ATC, FNATA
(this instructor reports no financial or non-financial disclosures)

This course is designed to improve the knowledge and understanding of the sports specialization and the potential effects on young athletes. Participation in youth sports has increased significantly in the last decade, and there are noted physical and psychological benefits of sports participation.  However, early sports specialization can lead to increased injury risk, burnout, and other mental health problems.  Athletic trainers working at all levels, but especially with youth sport populations should be aware of the role of sports specialization on injury, burnout, and mental health in order to provide care for their athletes and clients.  This presentation will cover these topics with the following objectives:

The specific objectives for this course include the development of the participant’s ability to:

1. Discuss the health benefits of participating in sports
2. Debate the merits of sports sampling versus early sports specialization
3. Contrast various athlete development models

According to the education levels described by the PDC, this continuing education course is considered to be Essential Level, and is appropriate for all athletic trainers.

This course is approved for 0.4 CATA CEUs

Medicolegal Considerations for Sport-Related Concussion (1.25 BOC Category A CEUs - FREE)

Course Instructor:
Tamara McLeod, PhD, ATC, FNATA
(this instructor reports no financial or non-financial disclosures)

This course is designed to improve the knowledge and understanding of medicolegal aspects of concussion.  Athletic trainers in all settings who work with athletes suffering from concussions should have a thorough understanding of the medicolegal aspects of these cases.  Understanding the current landscape of concussion legislation, knowing how to analyze best practice guidelines, and how to incorporate concussion management protocols into practice are proactive ways the practicing athletic trainer can work to mitigate the risk of litigation.  This presentation will cover these topics with the following objectives:

The specific objectives for this course include the development of the participant’s ability to:

1. Describe the current landscape of concussion legislation
2. Discuss basic legal terminology
3. Analyze the importance of best practice guidelines in concussion management to prevent potential litigation
4. Incorporate current concussion management protocols into medical practice to prevent potential litigation
5. Review current litigation trends

According to the education levels described by the PDC, this continuing education course is considered to be Essential Level, and is appropriate for all athletic trainers.

How Much Information is too Much? The Role of Unlearning in Athletic Health Care (1.0 BOC Category A CEUs - FREE)

Course Instructor:
Alicia M. Pike Lacey, PhD, ATC
(this instructor reports no financial or non-financial disclosures)

This course is designed to introduce the athletic trainer to the concepts of unlearning, and improve their understanding of unlearning in clinical practice.

Despite the role of evidence-based practice in enhancing care, literature suggests routine uptake and incorporation of evidence into patient care is limited. For example, findings demonstrate that clinicians do not routinely use tools/practices (eg, Ottawa Ankle Rules) that are well-supported by evidence to improve care. The reason for this gap is likely multi-factorial, but may, in part, be related to the need for unlearning. Unlearning involves “discarding knowledge and skills…that have lost their utility due to changes in times and the environment.” This intentional process ensures that knowledge acquisition results in clinical practice behavior changes while promoting contemporary patient care.

The specific objectives for this course include the development of the participant’s ability to:

1. Describe the concept of unlearning, and be able to identify barriers and facilitators to unlearning.
2. Value the importance of unlearning in athletic training clinical practice, particularly as it relates to evidence-based practice and life-long learning.
3. Describe real-life examples of how unlearning improves the quality of care provided and subsequent patient outcomes (eg, use of Ottawa Ankle Rules versus tuning fork test/bump test to determine the need for radiographs following acute ankle injury).

According to the education levels described by the PDC, this continuing education course is considered to be Essential Level, and is appropriate for all athletic trainers.

Quality Improvement in Athletic Healthcare (1.0 BOC Category A CEUs - FREE)

Course Instructor:
Alison Snyder Valier, PhD, AT, FNATA
(this instructor reports no financial or non-financial disclosures)

The 2020 Standards for Accreditation of Professional Athletic Training Programs emphasizes the concepts of clinical outcomes assessment, evidence-based practice, and quality improvement as essential to the practice of athletic training (CAATE 2020 Professional Standards).  Although athletic trainers are becoming versed in the concepts of clinical outcomes assessment and evidence-based practice, few understand quality improvement, which is the foundational science to those other areas of focus.  Quality improvement focusses on the health of systems and uses a specific methodology to systematically treat system problems. The number of quality issues and gaps in care facing athletic trainers in their clinical sites is large. Challenges related to workload (long hours), pay, burnout, and documentation are common amongst athletic trainers.  Inefficiencies and waste are also realities that are present in many healthcare systems. Quality improvement strategies could provide a feasible and realistic way for clinicians to improve their practice from several different perspective (eg, patient, clinician, and setting).  Athletic trainers who have a better understanding of the concepts of quality improvement will be better able to make important, meaningful changes in their healthcare systems which should ultimately lead to improve patient outcomes.  

The specific objectives for this course include the development of the participant’s ability to:

1. Demonstrate knowledge of the field of quality improvement, including basic associated concepts
2. Identify and describe common tools used when constructing a quality improvement project
3. Describe solutions and strategies for implementing successful quality improvement projects.

According to the education levels described by the PDC, this continuing education course is considered to be Essential Level, and is appropriate for all athletic trainers.

Concepts of Diagnostic Accuracy in Athletic Training (1.0 BOC Category A CEUs - FREE)

Course Instructor:
Cailee E. Welch Bacon, PhD, ATC
(this instructor reports no financial or non-financial disclosures)

This course provides an overview of the concepts related to diagnostic accuracy. Often considered to be the harder concept of evidence-based practice, understanding the diagnostic accuracy of soft tissue tests and other clinician rated outcome measures is essential to ensure the best available evidence is utilized to make informed patient care decisions. More specifically, it is important for clinicians to know if the clinical diagnostic tests they use to assess a patient’s condition or injury are valid to help either rule in or rule out a particular diagnosis. Furthermore, clinicians need to be sure they can be confident in the positive or negative results they may receive from the clinical diagnostic tests they use.

The concepts discussed in this home study course will provide athletic trainers with information to help determine whether the clinical diagnostics tests they use are actually useful and meaningful. While it is not essential to be able to calculate the values of diagnostic accuracy themselves, clinicians should understand the concepts related to diagnostic accuracy so they can accurately appraise diagnostic accuracy studies they may come across during their search to answer a particular clinical question.

The specific objectives for this course include the development of the participant’s ability to:

1. Understand the approaches to diagnosis
2. Determine the difference between sensitivity and specificity of a diagnostic test
3. Understand prevalence and the role of positive and negative predictive values to assist with clinical decisions
4. Comprehend positive and negative likelihood ratios
5. Understand the diagnosis process from pre-test probability to post-test probability
6. Determine how diagnostic accuracy measures are valuable to help clinicians determine the usefulness of a clinical diagnostic test

According to the education levels described by the PDC, this continuing education course is considered to be Essential Level, and is appropriate for all athletic trainers.

Optimizing Lateral Ankle Sprain Rehabilitation (0.75 BOC Category A CEUs - FREE)

Course Instructor:
Ashley Marshall, PhD, ATC
(this instructor reports no financial or non-financial disclosures)

Lateral ankle sprains (LAS) are the most common injuries associated with physical activity and athletic participation. Up to 70% of individuals who sustain a single LAS will eventually develop chronic ankle instability (CAI), which has been associated with long-term consequences such as decreased health-related quality of life and decreased physical activity. To help mitigate consequences related to CAI, recent studies have investigated different approaches in managing patients who suffer a LAS, including the use of patient-reported outcome measures, clinician-reported outcome measures, and various treatment approaches. Although LAS present a major challenge for health care providers, particularly athletic trainers, little is known about the overall effectiveness of current treatment strategies for LAS. Thus, there is a pressing need to identify effective treatment strategies that will optimize patient outcomes and reduce re-injury risk.

While treatments should be individualized, balance training has been shown to be an effective strategy to improve postural control and reduce recurrent LAS risk, and should be a part of every LAS rehabilitation protocol. ATs should use a combination of patient-reported outcome measures and clinician-rated outcome measures to guide the treatment and management of LAS and to improve patient outcomes, reduce the risk of LAS re-injury, and prevent the onset of CAI.

The specific objectives for this course include the development of the participant’s ability to:

1. Discuss the progression of an acute lateral ankle sprain to chronic ankle instability
2. Describe the evidence regarding the treatment of lateral ankle sprain injuries
3. Identify patient-reported outcome measures and clinician-rated outcome measures appropriate for lateral ankle sprain rehabilitation

According to the education levels described by the PDC, this continuing education course is considered to be Essential Level, and is appropriate for all athletic trainers.

Lower Limb Preventive Training Program Best Practice and Implementation (1.0 BOC Category A CEUs - FREE)

Course Instructor:
Haley Root, PhD, ATC
(this instructor reports no financial or non-financial disclosures)

Although injury prevention is a domain for athletic trainers (ATs), implementation science is a burgeoning area and many ATs may not have had specific education on preventive training program (PTP) implementation. This course aims to describe the most recent evidence on the benefits PTPs have on athlete injury risk, injury rate and sport performance. Additionally, ATs may not have the time to run PTPs every single day in their clinical setting. Coaches, particularly at the high school level do not utilize PTPs.  ATs can train coaches to effectively implement PTPs with their athletes, however ATs may not have background on the most effective strategies to train coaches. This course will present a framework that ATs can use to begin the PTP implementation process within their own settings.

The specific objectives for this course include the development of the participant’s ability to:

1. Discuss the current state of evidence for preventive training programs (PTPs)
2. Describe the 7-steps for successful PTP design and development
3. Prepare strategies for PTP implementation in different sport-specific or setting-specific scenarios, including but not limited to, youth sport, girls’ basketball, and the military.

According to the education levels described by the PDC, this continuing education course is considered to be Essential Level, and is appropriate for all athletic trainers.

Pain: How it Affects Stability and Movement (.75 BOC Category A CEUs / 0.4 CATA CEUs - FREE)

Course Instructor:
Sue Falsone, PT, MS, SCS, ATC, CSCS, COMT, RYT
(this instructor reports no financial or non-financial disclosures)

Although most athletic trainers deal with patients who are in pain, very few clinicians understand the complexity of pain perception and the individuality by which it presents itself from patient to patient.  Often, patients of the same gender, around the same age, with the same diagnosis, present very differently when it comes to the amount of pain they are experiencing.  This presents a difficult scenario for the athletic trainer, who may be utilizing past clinical experience to manage a current patient.  Truly understanding the biopsychosocial aspects of pain and understanding the most recent literature on pain sciences will be helpful to the clinical athletic trainer, who is often tasked with helping a patient simply “feel better”.   Pain affects movement, so athletic trainers who are attempting to change an athletes’ movement patterns first must address the pain perception that can be altering the movement patterns.  Proper modality selection and counseling is a must in order for the athletic trainer to be effective  in the field of pain management.

Pain is a multifactorial experience and should be addressed via a comprehensive biopsychosocial intervention model.  Pain and nociceptive stimulation do not go hand in hand, meaning pain can be present in the absence of nociceptive stimulation. Therefore, the clinician needs to understand not only the physical neurology of the sensation of pain, but the emotional, psychological, social, and personal experiences that factor into the creation of pain perception.  With this comprehensive understanding, the clinician should be able to select an appropriate intervention to modulate pain based on the needs of the individual patient

The specific objectives for this course include the development of the participant’s ability to:

1. Describe reasons why pain presents differently in each patient, even in patients who present with the same diagnosis.
2. Discuss the biopsychosocial aspects of pain.
   
3. Identify common modalities that are effective for pain modulation.
   
4. Discuss the mechanisms by which these common modalities potentially work.

According to the education levels described by the PDC, this continuing education course is considered to be Essential Level, and is appropriate for all athletic trainers.

This course is approved for 0.4 CATA CEUs

Guidelines for Best Practices in Concussion Management: The Development of Position and Consensus Statements (1.5 BOC Category A CEUs - Free)

Course Instructor:
Tamara McLeod, PhD, ATC, FNATA
(this instructor reports no financial or non-financial disclosures)

Although many athletic trainers use clinical practice guidelines, position statements, and consensus statements to identify best practices for the management of various illnesses and injuries, fewer understand the differences between these types of documents and the development process for these documents. This course aims to differentiate between clinical practice guidelines, position statements, and consensus statements and describe the process of how these documents are develop. Using the published documents regarding sport-related concussion, examples between the similarities and differences in recommendations made among these documents will be illustrated. Specifically, focus will be on similarities and differences in diagnosis, prevention, assessment, management, and the use of neurocognitive testing. A discussion of the historical changes in recommendations from Vienna and the 2004 NATA statement through the 2014 NATA statement and the recently released Berlin consensus statement will also be included.

The specific objectives for this course include the development of the participant’s ability to:

1. Describe the development process for clinical practice guidelines.
2. Differentiate between types of clinical practice guidelines.
3. Discuss the process used to develop the Berlin concussion consensus statement.
4. Identify best practices according to the Berlin concussion consensus statement.
5. Compare recommendations from various statements and guidelines for use in clinical practice.

According to the education levels described by the PDC, this continuing education course is considered to be Essential Level, and is appropriate for all athletic trainers.

Clinical Outcomes Assessment in Athletic Training: An Overview (1.75 BOC Category A CEUs - Free)

Course Instructors:
Alison R. Valier, PhD, ATC, FNATA
Andrea D. Lopes Sauers, PhD
(these instructors report no financial or non-financial disclosures)

This course provides athletic trainers with a foundation for clinical outcomes assessment that highlights the benefits of their collection and strategies for successful implementation in clinical practice. The concepts and principles essential to the fundamental understanding of clinical outcomes assessment related to patient care (eg, disablement models, clinician-/patient-rated outcomes, generic/specific patient-rated outcomes) are included. Commonly used patient-rated outcomes instruments are presented. Additionally, strategies for implementation (eg, simple, complex, patient-centered) into routine clinical practice are introduced.

The specific objectives for this course include the development of the participant’s ability to:

1. Appreciate the benefits of routine evaluation of patient-rated outcome measures as it pertains to patient-centered whole person healthcare, evidence-based practice, and driving treatment decisions.
2. Define and describe fundamental concepts of clinical outcomes assessment including disablement models, clinician vs. patient-rated outcomes, generic vs. specific patient rated outcome measures, and single and multi-item patient-rated outcome measures.
3. Identify commonly used patient-rated outcome measures for use in athletic populations.
4. Implement strategies to evaluate patient outcomes in clinical practice.
5. Discuss the value of using outcomes data collection for professional advancement.
   

According to the education levels described by the PDC, this continuing education course is considered to be Essential Level, and is appropriate for all athletic trainers.

Incorporating EBP into Athletic Training: Overview of Practice-Based Partnerships (.75 - BOC Category A CEUs - Free)

Course Instructor: Cailee E. Welch Bacon, PhD, ATC
(this instructor reports no financial or non-financial disclosures)

This course discusses the role of athletic training within the current healthcare system and the important role of practice-based research to improve the effectiveness of healthcare delivery and patient outcomes. At the point-of-care, clinicians can utilize the patient-oriented assessment model to gather data to aid in clinical decision-making and for supporting comparative effectiveness of athletic training services.  Working collaboratively to engage in comparative effectiveness efforts can improve patient outcomes, and add to the body of evidence, specific to the athletic training profession.

The specific objectives for this course include the development of the participant's ability to:

1. Describe the current healthcare climate in terms of costs and patient outcomes
2. Discuss the translational research paradigm and challenges to improving patient care
3. Discuss legislative action to improve the effectiveness of healthcare delivery
4. Describe the important role of practice-based research to improve patient care
5. Describe the practice-based research network model as a means for conducting point-of-care research to evaluate the end results of AT services
6. Describe the role of the researcher in practice-based partnerships
7. Highlight the requisite knowledge and skills for clinicians to engage in practice-based research

According to the education levels described by the PDC, this continuing education course is considered to be Essential Level, and is appropriate for all athletic trainers.

Health Information Technology in Athletic Training (1.25 BOC Category A CEUs - Free)

Course Instructor: Kenneth C. Lam, ScD, ATC
(this instructor reports no financial or non-financial disclosures)

While the role of HIT and healthcare informatics in assisting in fundamental tasks of evidence-based practice (e.g., searching the literature and managing knowledge) is well-recognized in athletic training, more advanced utilization of HIT and healthcare informatics is not as prominent.  Despite the importance of the HIT and healthcare informatics, athletic trainers may lack the appropriate knowledge and strategies to effectively implement the use of HIT and healthcare informatics during routine clinical practice.  Therefore, the purpose of this 2-hour module is to introduce the concepts associated with more advanced usage of HIT and healthcare informatics in athletic training clinical practice.

The specific objectives for this course include the development of the participant’s ability to:

1. Discuss current healthcare information technologies (HIT) and healthcare informatics initiatives within the global healthcare system and the athletic training profession
2. Describe common HIT that can be utilized to enhance patient care including the Internet, electronic health records, mobile devices, and social media platforms
3. Describe the role of HIT and healthcare informatics in facilitating evidence-based, patient-centered care, and quality improvement
4. Explain the data-to-wisdom continuum framework within the context of informatics and how the framework can be applied to patient care and quality improvement
5. Discuss legal (eg, patient privacy) and professional (eg, maintaining professionalism in an online environment) considerations related to the use of HIT and healthcare informatics for patient care

According to the education levels described by the PDC, this continuing education course is considered to be Essential Level, and is appropriate for all athletic trainers.

Evidence-Based Practice in Athletic Training (3 BOC Category A CEUs - Free)

Course Instructors:
Cailee E. Welch Bacon, PhD, ATC
Tamara C. Valovich McLeod, PhD, ATC, FNATA
(these instructors report no financial or non-financial disclosures)

This course provides an overview of evidence-based practice and is designed to enable the athletic trainer’s clinical decision-making process in a manner that integrates clinical experience, patient values, and the best available evidence. This course will assist in providing the athletic trainer with strategies to enable them to search and appraise the evidence in a more succinct and timely manner, that will promote better patient care.

The specific objectives for this course include the development of the participant’s ability to:

1. Describe the role of EBP in healthcare.
2. Identify strategies to efficiently search the literature.
3. Describe common concepts that are assessed during critical appraisal of published research studies.
4. Evaluate the levels of evidence or strength of recommendations of research articles.
5. Discuss the integration of the best available evidence into clinical practice.
6. Appreciate patient values with respect to clinical decision-making.

According to the education levels described by the PDC, this continuing education course is considered to be Essential Level, and is appropriate for all athletic trainers.

Doctor of Athletic Training (DAT)

Among the first programs of its kind, A.T. Still University’s (ATSU) Doctor of Athletic Training (DAT) degree develops clinical and academic leaders who advance the athletic training profession. Doctors of Athletic Training serve as expert clinicians, educators, and administrators with advanced knowledge and skills for analyzing, developing, and implementing practical solutions to improve the delivery of athletic healthcare and the health outcomes of physically active individuals and their communities.

ATSU’s online athletic training degree is designed for those who seek a doctorate in athletic training and desire a terminal degree in athletic training, not a terminal academic degree (i.e. PhD) in another area with a concentration in athletic training.

Most athletic trainers who are best fit for this advanced online athletic training degree are elite clinical, educational and industry professionals who gain a powerful educational benefit as students embedded in a work setting while progressing through the curriculum. Educators are prepared with the advanced graduate training needed to effectively teach their own students to succeed as athletic trainers.

Instructors for these courses report no financial or non-financial disclosures.  Cancellation/refund policies for these courses follow the ATSU University policies for refunds related to course work.  Students are referred to the university handbook for these policies. 

Graduate Certificate in Clinical Decision-Making in Athletic Training

The Graduate Certificate in Clinical Decision-Making in Athletic Training is an online program providing advanced instruction in evidence-based practice, clinical outcomes assessments, clinical informatics and technology, and epidemiology. The purpose of the program is to prepare practicing athletic trainers and athletic training educators with the clinical practice and educational competencies in clinical decision-making skills that will enhance the quality and effectiveness of patient care.

Graduate Certificate in Orthopaedics

The Graduate Certificate in Orthopedic Rehabilitation is an online Athletic Training program designed to provide advanced instruction in orthopedic basic science, surgical considerations for orthopedic rehabilitation, assessment of movement dysfunction, and corrective techniques for movement dysfunction. The purpose of the Graduate Certificate in Orthopedic Rehabilitation is to provide advanced knowledge and skills in the field of orthopedic rehabilitation.