This session is featured as part of the VATEC 2024 Highlight Reel, showcasing the most impactful presentations from the 2024 Virtual Athletic Training Educators’ Conference.

Abstract:
The objective of this lecture is to delve into the potential of generative artificial intelligence (AI) in augmenting the capabilities of athletic training educators and fostering student success, all while maintaining academic integrity. It aims to pinpoint growth opportunities within AI that can be utilized to empower educators and cultivate a vibrant and innovative learning environment for students, particularly for high-stakes assignments. The need for this exploration is driven by the current novelty of generative AI in education, athletic training practice and health care, where the full potential of AI is yet to be harnessed. The lecture has a dual purpose: to illuminate the potential applications of AI in athletic training education for attendees and advocate for a thoughtful and ethical approach to its integration into programs. The final aim is designed to start equipping attendees with the knowledge and skills necessary to address potential gaps in both educators and students’ needs. Recognizing the importance of understanding the appropriate and potential misuses of AI in the classroom, this lecture will also delve into the ethical considerations associated with AI usage in education.

Learning Objectives:

• List the key areas where AI can enhance the role of athletic training educators and promote student success. 
• Explain the ethical considerations surrounding the use of AI in the classroom.
• Apply the knowledge of AI to identify potential areas of growth within their own teaching practice.
• Analyze the potential benefits and drawbacks of AI in athletic training education.
• Evaluate the effectiveness of AI applications in their own teaching practice and make necessary adjustments for improvement.

Level:
Essential

Domain(s):
Domain 5: Health Care Administration and Professional Responsibility

CEUs:
0.75 Category A

Track: Program Administration
Format: Lecture

Expiration:
In order to earn your CEUs for the VATEC Highlight Reel sessions, you must watch the video in its entirety and complete the assessment by December 31, 2025 at 11:59 p.m. CDT.

This session is featured as part of the VATEC 2024 Highlight Reel, showcasing the most impactful presentations from the 2024 Virtual Athletic Training Educators’ Conference.

Abstract:
In the evolving landscape of athletic training education, the integration of cutting-edge technologies is necessary to prepare students for the challenges they will face in their careers. However, despite the rapid advancements in artificial intelligence (AI), its potential to enhance educational outcomes in athletic training programs remains largely untapped. There is a pressing need to bridge this gap and explore how AI can revolutionize the way athletic training faculty deliver education in this field. This lecture will showcase practical examples of how AI technologies, such as ChatGPT, can be seamlessly integrated into educational practices to enhance learning outcomes. By leveraging AI tools effectively, AT faculty can create engaging learning experiences, streamline administrative tasks and provide personalized support to students. This not only enhances students’ academic success but also equips them with the skills and knowledge needed to excel in their future roles as athletic trainers. 

Learning Objectives:

• Recognize fundamental concepts of AI and its relevance to athletic training education. 
• Comprehend the potential applications of AI in facilitating course and program outcomes, including enhancing student engagement, automating administrative tasks and providing personalized learning experiences.
• Apply AI tools to design and implement interactive learning activities that promote critical thinking and skill acquisition in athletic training.

Level:
Advanced

Domain(s):
Domain 2: Assessment Evaluation and Diagnosis 
Domain 4: Therapeutic Intervention 

CEUs:
0.5 Category A 

Track: Pedagogy
Format: Lecture

Expiration:
In order to earn your CEUs for the VATEC Highlight Reel sessions, you must watch the video in its entirety and complete the assessment by December 31, 2025 at 11:59 p.m. CDT.

This session is featured as part of the VATEC 2024 Highlight Reel, showcasing the most impactful presentations from the 2024 Virtual Athletic Training Educators’ Conference.

Abstract:
With the escalating frequency of disaster and mass casualty events, it’s crucial to train future health care providers in triage and collaborative care of victims. The need for health care professionals to work seamlessly in interdisciplinary teams is particularly crucial during disaster and mass casualty scenarios as previous studies have highlighted the importance of interprofessional collaboration due to the challenges of communication in health care. This lecture will contribute to the ongoing discourse on interprofessional education by offering a tangible model for integrating diverse health care disciplines into a collaborative learning experience. This lecture will describe an interprofessional mass casualty simulation specifically designed for athletic training, nursing and paramedic students and family medicine physician residents. The simulation was based on the principles of professionalism, physiologic understanding and interdisciplinary practice and learning, and aimed to actively engage participants in a collaborative and immersive learning experience and prepare participants for the challenges of post-mass casualty scenarios, fostering reflection on roles and enhancing understanding of the interconnected dynamics within health care teams during crises. This lecture will examine the use of simulation standards, present findings from a mixed-method study and emphasize the continuous quality improvement process utilized in the design of this large-scale simulation. Presenters will provide insights into improving collaboration among health care disciplines and refining education strategies to address the evolving needs of interprofessional education and disaster preparedness. Best practices for future interprofessional mass casualty simulations will be examined.

Learning Objectives:

• Summarize the challenges and successes encountered when implementing an interprofessional mass casualty simulation.
• Identify key insights and knowledge acquired through the continuous quality improvement process, exploring how continuous refinement enhanced the simulation's educational impact on students’ experiences.
• Recognize the impact of integrating diverse health care disciplines in the simulation.  
• Discuss best practices for future implementations.

Level:
Essential

Domain(s):
Domain 2: Assessment Evaluation and Diagnosis 
Domain 3: Critical Incident Management 
Domain 5: Health Care Administration and Professional Responsibility

CEUs:
0.5 Category A

Track: Pedagogy
Format: Lecture

Expiration:
In order to earn your CEUs for the VATEC Highlight Reel sessions, you must watch the video in its entirety and complete the assessment by December 31, 2025 at 11:59 p.m. CDT.

This session is featured as part of the VATEC 2024 Highlight Reel, showcasing the most impactful presentations from the 2024 Virtual Athletic Training Educators’ Conference.

Abstract:
Interprofessional education, as defined by the World Health Organization, “occurs when students from two or more professions learn about, from and with each other.” The Commission on Accreditation of Athletic Training Education 2020 Standards introduced interprofessional education and practice into athletic training education requirements. Athletic training program faculty have since incorporated a variety of interprofessional education simulations in education programs. For example, University of Utah’s athletic training students participate in large activities encompassing most health care professions within the academic medical center campus in the broader health care setting versus small activities with only select professions designed in an athletic training setting. Students learn distinct interprofessional skills through the different interprofessional activities. Each interprofessional experience across academic health care and professions may need different learning objectives. The primary aim of this learning activity is to contrast large health care interprofessional education opportunities versus small setting-specific activities. The interprofessional education literature contains a variety of activity assessments that need a clear consensus. For example, faculty can select activity assessments that measure individual, team or organization attitudes, behavior, culture or skills in interprofessional education and practice. Faculty must adequately review and select interprofessional education assessments tailored to the learning activity. The secondary aim of this learning activity is to review the utility of interprofessional education assessments for different activities.

Learning Objectives:

• Compare different types of interprofessional education experiences based on the number of professions and health care settings.
• Select interprofessional education assessments based on the activity objectives.
• Relate interprofessional education simulations to skill development needed for interprofessional practice.

Level:
Advanced

Domain(s):
Domain 5: Health Care Administration and Professional Responsibility

CEUs:
0.5 Category A

Track: Pedagogy
Format: Lecture

Expiration:
In order to earn your CEUs for the VATEC Highlight Reel sessions, you must watch the video in its entirety and complete the assessment by December 31, 2025 at 11:59 p.m. CDT.

This session is featured as part of the VATEC 2024 Highlight Reel, showcasing the most impactful presentations from the 2024 Virtual Athletic Training Educators’ Conference.

Abstract:
“How does athletic training fit into a college of public health?” is a question we have been asked time and again at Temple University. When the Temple University College of Public Health was formed, clinical degree programs moved under this larger umbrella and each discipline had to determine their place. In this lecture, we will guide participants through one model of viewing athletic training through a public health lens. This will include a discussion of how athletic trainers have long been improving population health; however, there are different terms used across the disciplines. We will include ideas on how to incorporate public health concepts, including the “10 Essential Public Health Services” model, into didactic, clinical and service learning opportunities for students. Anecdotally, some programs struggle to authentically incorporate standards surrounding public health into the athletic training curriculum. More authentic public health components will help ATs advocate for patient/population health and safety and describe athletic training didactic and clinical education through a public health lens. 

Learning Objectives:

• Compare and contrast terms used in athletic training and public health.
• Apply the "10 Essential Public Health Services" model to athletic training.
• Identify ways to integrate public health concepts to athletic training didactic and clinical education.

Level:
Essential

Domain(s):
Domain 1: Risk Reduction Wellness and Health Literacy 
Domain 5: Health Care Administration and Professional Responsibility

CEUs:
0.5 Category A

Track: Program Administration
Format: Lecture

Expiration:
In order to earn your CEUs for the VATEC Highlight Reel sessions, you must watch the video in its entirety and complete the assessment by December 31, 2025 at 11:59 p.m. CDT.

This session is featured as part of the VATEC 2024 Highlight Reel, showcasing the most impactful presentations from the 2024 Virtual Athletic Training Educators’ Conference.

Abstract:
Though the initial thought of using simulation to curate experiences an athletic training student may not be exposed to in “the real world” may seem like a great idea, many athletic training educators may be left with knowledge gaps on implementation and also budget constraints. In order to create a true immersion into a simulation, many health care programs (such as such as medicine and nursing) will use a high-fidelity, audio-visual system with lifelike manikins to simulate real-world scenarios. Athletic training programs may have access to their medical or nursing school's high--fidelity simulation units, complete with audio-visual systems that allow them to continue proper skill cultivation and deliberate practice/reinforcement. However, these units are often reserved for the entire semester, with little room for outside entities. Some institutions may not have programs such as this available on their campus or may lack the funding needed to consider something such as this. Because of the obstacles of time, space and funding, a gap develops with how immersive and lifelike simulation can be. How can programs meet the minimum standards and deliver high-quality simulation while on a budget? The purpose of this lecture will be to highlight different avenues to add realistic simulation to a program on a budget, developed through a quality improvement process.

Learning Objectives:

• Comprehend the fundamental principles of simulation-based learning, including its role in skill acquisition and experiential education.
• Learn to design simulation scenarios that maximize learning outcomes while minimizing costs.
• Develop an understanding of basic structures for quality improvement for programmatic simulation needs.
• Analyze data themes within quality improvement framework for program implementation.

Level:
Essential

Domain(s):
Domain 5: Health Care Administration and Professional Responsibility

CEUs:
0.5 Category A

Track: Program Administration
Format: Lecture

Expiration:
In order to earn your CEUs for the VATEC Highlight Reel sessions, you must watch the video in its entirety and complete the assessment by December 31, 2025 at 11:59 p.m. CDT.

This session is featured as part of the VATEC 2024 Highlight Reel, showcasing the most impactful presentations from the 2024 Virtual Athletic Training Educators’ Conference.

Abstract:
Assessment of student learning in clinical education is complex. This lecture explains how we designed and adopted a novel developmental competency-based framework (CBE) to assess student learning in clinical education based on 16 Core Athletic Training Entrustable Professional Skills (Core AT-EPAs). Effective developmental CBE requires establishing three components: competency areas common to clinical practice, ratings of competence and benchmarks (assessing student progress over time). The Core AT-EPAs are those key competency areas and serve as a bridge between the professional knowledge statements and clinical practice. The Core AT-EPAs are based on the extensive work of the Association of American Medical Colleges, which described 13 Core Entrustable Professional Activities identified as essential for undergraduate medical students to be able to perform to enter residencies. The sister work to this AAMC document in medical education is the Milestones Project developed by the Accreditation Council for Graduate Medical Education in partnership with the American Board of Medical Specialties. The Milestones Project influenced the work of Eric Sauers, Forrest Pecha, Mark Laursen and Hollie Walusz who developed milestones for athletic training, particularly advanced clinical practice areas following professional education. We reviewed the AT milestones as a potential option for our professional program; however, they were too broad and did not match well with the CAATE professional knowledge standards. Therefore, the work by AAMC for professional level education was a better fit to describe professional level education of ATs and therefore used as a foundation for our CBE approach.

Learning Objectives:

• Reflect on the efficacy of a developmental competency approach for clinical education to assess student learning based on establishing ratings of competence, benchmarks and areas of competence essential for clinical practice.
• Compare the concept of the Entrustable Professional Activities with the AT milestones as a central framework for describing key competency areas for professional athletic training education.
• Adopt a competency-based approach to assess student learning that incorporates Core-AT Entrustable Professional Activities reflective of AT practice and CAATE professional knowledge statements.

Level:
Advanced

Domain(s):
Domain 5: Health Care Administration and Professional Responsibility

CEUs:
0.5 Category A

Track: Program Administration
Format: Lecture

Expiration:
In order to earn your CEUs for the VATEC Highlight Reel sessions, you must watch the video in its entirety and complete the assessment by December 31, 2025 at 11:59 p.m. CDT.

This session is featured as part of the VATEC 2024 Highlight Reel, showcasing the most impactful presentations from the 2024 Virtual Athletic Training Educators’ Conference.

Abstract:
Within athletic training education, it’s vital that students are able to practice skills through experiential learning opportunities. When this is not possible, previous research has indicated that standardized patients can work as an equal replacement for the learning experience. This is especially important for emergent situations, such as a mental health crisis, as many students report not getting the opportunity to practice these skills in their clinical experience. Standardized patient experiences can adequately be used to assess student performance. These simulated learning opportunities also increase student self-confidence, as students receive feedback on their performance and have opportunities to discuss and reflect on the case. During this time, it’s also important that students are taught and demonstrated how to model critical incident management as a health care provider. Many athletic training educators report that incorporating standardized patients is a struggle, due to time and resources needed to create a case and how to determine methods of assessments and feedback. There is also a need to hold a debriefing following the case to help students reflect on the case. Therefore, the purpose of this lecture is to establish the use of a mental health crisis standardized patient as a strong/valid learning opportunity for students. This lecture will guide educators on strategies for mental health standardized patient experiences, including case creation, assessment techniques and debriefing practices. Incorporating a mental health standardized patient can help students be better prepared to face these emergent situations.

Learning Objectives:

• Critique gaps within real-life application of mental health care in athletic training.
• Develop mental health standardized patient encounters for athletic training students.  
• Explore student responses and reactions to completing a mental health standardized patient encounter.

Level:
Essential

Domain(s):
Domain 3: Critical Incident Management 

CEUs:
0.5 Category A

Track: Pedagogy
Format: Lecture

Expiration:
In order to earn your CEUs for the VATEC Highlight Reel sessions, you must watch the video in its entirety and complete the assessment by December 31, 2025 at 11:59 p.m. CDT.

This session is featured as part of the VATEC 2024 Highlight Reel, showcasing the most impactful presentations from the 2024 Virtual Athletic Training Educators’ Conference.

Abstract:
Athletic trainers care for diverse individuals and populations throughout the lifespan, including those who are medically underserved and have complex social determinants of health (SDOH) needs and concerns. To provide holistic care and meet individual needs, athletic trainers must collaborate with other health care and wellness professionals and organizations. To prepare future professionals to provide holistic care, the CAATE 2020 Standards include a focus on interprofessional education, diversity, equity, inclusion, SDOH and caring for individuals with general medical conditions. This lecture will highlight an innovative clinical education model that provides students from multiple academic programs with an authentic interprofessional clinical experience. This model includes a network of rural community outreach clinics that provide health, wellness and social care services to address the holistic needs of underserved individuals and communities. Through innovative collaboration, students in athletic training, social work, nursing and public health learn about, from and with each other as they care for individuals and communities. In addition to meeting individual and community needs, the model incorporates multiple CAATE Standards, Interprofessional Education Collaborative Standards and standards for the other accredited academic programs. Challenges, successes and strategies for creating and implementing this clinical experience will also be discussed.

Learning Objectives:

• Describe the process of creating a multi-site interprofessional clinic in a rural area. 
• Explain how faculty and students in health-related professions work together to deliver services through an interprofessional clinical model.  
• Explain methods to provide holistic care for underserved individuals throughout the lifespan. 
• Describe strategies for incorporating social determinants of health into clinical education experiences.

Level:
Advanced

Domain(s):
Domain 1: Risk Reduction Wellness and Health Literacy 
Domain 2: Assessment Evaluation and Diagnosis  
Domain 4: Therapeutic Intervention 
Domain 5: Health Care Administration and Professional Responsibility

CEUs:
0.5 Category A

Track: Pedagogy
Format: Lecture

Expiration:
In order to earn your CEUs for the VATEC Highlight Reel sessions, you must watch the video in its entirety and complete the assessment by December 31, 2025 at 11:59 p.m. CDT.

This session is featured as part of the VATEC 2024 Highlight Reel, showcasing the most impactful presentations from the 2024 Virtual Athletic Training Educators’ Conference.

Abstract:
The CAATE Curricular Standards and BOC 8th Edition Practice Analysis include items that intersect with public health concepts and practice. To support athletic training educators’ ability to maintain compliance with CAATE Standards and successfully prepare entry-level athletic trainers, the NATA Athletic Training and Public Health Taskforce developed the ATPH Educator’s Toolkit as a robust and adaptable resource for AT educators to integrate public health content into AT education programs. This lecture will introduce the toolkit and associated implementation guide and examples of public health content modules, including social determinants of health, injury/disease prevention and policy development.

Learning Objectives:

• Identify alignments in athletic training education and public health content areas. 
• Identify opportunities to imbed public health content in athletic training curriculum.  
• Discuss strategies to generate buy-in with a variety of stakeholders. 

Level:
Advanced

Domain(s):
Domain 5: Health Care Administration and Professional Responsibility

CEUs:
0.5 Category A

Track: Program Administration
Format: Lecture

Expiration:
In order to earn your CEUs for the VATEC Highlight Reel sessions, you must watch the video in its entirety and complete the assessment by December 31, 2025 at 11:59 p.m. CDT.