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

In order to earn your CEUs, you must watch the session video in its entirety and complete the assessment.

Erin Moore, PhD, LAT, ATC, CSCS

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

In order to earn your CEUs, you must watch the session video in its entirety and complete the assessment.

Erin Pletcher, PhD, LAT, ATC, CSCS

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

In order to earn your CEUs, you must watch the session video in its entirety and complete the assessment.

Elizabeth Drake, EdD, LAT, ATC

Megan Dohm, MA, RN, PHN, CHSE

Sabrina Ehmke, DNP, RNC-OB, NPD-BC, PHN

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

In order to earn your CEUs, you must watch the session video in its entirety and complete the assessment.

Justin Rigby, PhD, LAT, ATC

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

In order to earn your CEUs, you must watch the session video in its entirety and complete the assessment.

Jamie Mansell, PhD, LAT, ATC

Elizabeth Neil, PhD, LAT, ATC

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

In order to earn your CEUs, you must watch the session video in its entirety and complete the assessment.

Emily Madrak, PhD, LAT, ATC

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

In order to earn your CEUs, you must watch the session video in its entirety and complete the assessment.

Bernadette Olson, EdD, LAT, ATC

Jenn Cook, MS, LAT, ATC

Abstract:
Faculty spend significant time developing ways to expose students to course content. Although traditional methods are commonly utilized, the presenters aim to go outside the box and demonstrate using games for learning. Utilizing serious games/gamification has demonstrated reduced fear of failure, improved self-reported feelings of competence and improved student engagement. These effects are improved with the intentional integration of learning objectives with gaming elements. Going beyond the simple online game review, presenters will share techniques to manipulate/apply gaming concepts to meet your course/program objectives and how to use gamification to meet various levels of learning (e.g., Bloom’s taxonomies). This lecture will help demonstrate how implementing games can increase critical thinking and the application and integration of knowledge through student participation.

Learning Objectives:

• Identify a learning obstacle in the curriculum or within a specific current course.
• Reflect on how gamification concepts could enhance current teaching strategies. 
• Incorporate gamification concepts to meet the learning obstacle.

Level:
Advanced

Domain(s):
Domain 1: Risk Reduction Wellness and Health Literacy 
Domain 2: Assessment Evaluation and Diagnosis 
Domain 3: Critical Incident Management 
Domain 4: Therapeutic Intervention 
Domain 5: Health Care Administration and Professional Responsibility

CEUs:
0.75 Category A

Track: Pedagogy
Format: Lecture

In order to earn your CEUs, you must watch the session video in its entirety and complete the assessment.

Matthea Williams, EdD, LAT, ATC

Heather Hudson, EdD, LAT, ATC

Abstract:
Holistic admissions practices were originally conceived by Harvard University in 1922 and rolled out by the Boston School of Medicine in 2003 to allow for considering a candidate’s qualifications beyond academic background (e.g., empathy, ethical decision-making). Holistic admissions have been extended successfully to other high-impact, health care career educational programs (e.g., nursing, dental school). The literature indicates holistic admissions can increase the diversity of admitted cohorts with no deleterious effects on student success, yet there is scarcity of its use in admissions to athletic training education programs (ATEPs). On June 29, 2023, the U.S. Supreme Court ruled race-conscious admission as unconstitutional and such a ruling may undermine program directors (PDs) of ATEPs considering use of holistic admissions practices, causing a reversion to traditional metrics (e.g., GRE scores, GPA, essay). If administered properly, holistic admissions can be objective, legally defensible and add value. Yet, implementing holistic admissions can be complicated by potential influences of artificial intelligence, test integrity, how to inform prospective candidates of the screening metrics and how to be mindful of racial bias during the admissions process. This lecture informs PDs why holistic admissions add value, the pros/cons of various holistic admissions practices, namely, acknowledging prior experience, essays/autobiographical narratives, multiple mini-interviews and situational judgment testing. Statistical practices for evaluating the efficacy of the holistic admission metrics will also be presented.

Learning Objectives:

• Identify the benefits of holistic admissions practices in comparison to those used traditionally.
• Scrutinize the various holistic admissions practices for evaluating prospective students to health care education (e.g., pros/cons of application essays, interviews).  
• Identify the legal ramifications and how to safeguard your admission practices.

Track: Program Administration
Format: Lecture

This Session is NOT Eligible for CEUs.

Robert Pettitt, PhD, ATC

Cher Knupp

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

In order to earn your CEUs, you must watch the session video in its entirety and complete the assessment.

Elizabeth Neil, PhD, LAT, ATC

Jamie Mansell, PhD, LAT, ATC

Anne Russ, PhD, LAT, ATC

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

In order to earn your CEUs, you must watch the session video in its entirety and complete the assessment.

Ellanora Kraemer, PhD, LAT, ATC

Anne Vande Berg, DSW, MSW

Amy Reitmaier, PhD, RN

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:
Essential

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

CEUs:
0.5 Category A

Track: Program Administration
Format: Lecture

In order to earn your CEUs, you must watch the session video in its entirety and complete the assessment.

Hayley Root, PhD, MPH, ATC

Katie Sniffen, PhD, ATC

Abstract:
With the continual advancement in health and medical technologies, both clinical athletic trainers and athletic training educators will need to cultivate the nuances and be edified in the ever-changing technology, especially as the cost of medical technology becomes more affordable. One area of advancement that is quickly evolving is technologies associated with clinical diagnostics. As an imaging modality, point-of-care ultrasound (POCUS) holds substantial value to health professionals who are adequately trained in its use. However, published research on POCUS curricula for graduate entry-level programs in athletic training is deficient as there are only a few published articles that mention POCUS and its use in athletic training. Additionally, there are no published studies regarding learning outcomes from POCUS courses for graduate entry-level athletic training students. With the increasing importance of this diagnostic tool and the expected increase in uses in athletic settings, this lecture looks to show athletic training educators how best to introduce POCUS to athletic training curriculum.

Learning Objectives:

• Analyze the importance of including POCUS in athletic training curriculum.
• Identify strategies on how to best implement POCUS in athletic training curriculum.  
• Design and apply recommended learning outcomes for POCUS curricula in graduate entry-level athletic training courses.

Level:
Advanced

Domain(s):
Domain 2: Assessment Evaluation and Diagnosis 

CEUs:
0.5 Category A

Track: Pedagogy
Format: Lecture

In order to earn your CEUs, you must watch the session video in its entirety and complete the assessment.

Christopher Ludwig, EdD, ATC

Brittany Clason, EdD, ATC

Abstract:
Interprofessional education (IPE) is on the rise in health care fields for several reasons. One reason is the accrediting educational standards within many different professions. Another is a call from within the health care industry to increase positive patient outcomes. A teamed approach to practice has always been a call to action in athletic training, but not much research was conducted in the profession to indicate its effectiveness or readiness to complete. Additionally, there was limited guidance on what a good teamed approach to practice might encompass. The spirit of IPE is the next evolutionary step in a team approach with the intent to be a tool to teach learners the collaborative skills necessary to succeed in an increasingly diverse workforce. Even with such a call from multiple different parties, literature suggests that athletic training programs are still having difficulties implementing into curriculum. Many reasons for this are cited, such as faculty preparedness, administration support, infrastructure, etc. Additionally, clinicians in athletic training are also being asked to employ these skills, but report barriers within their own clinical practice. Therefore, this lecture will demonstrate how one athletic training program has taken the concept of IPE, broken into the various components of team science, and integrated team science as well as IPE into the whole program.

Learning Objectives:

• Explain the components of team science.
• Identify where interprofessional collaborative skills could be implemented into curriculum development.
• Structure IPE and team science within curriculum design

Level:
Essential

Domain(s):
Domain 1: Risk Reduction Wellness and Health Literacy 
Domain 2: Assessment Evaluation and Diagnosis 
Domain 3: Critical Incident Management 
Domain 4: Therapeutic Intervention

CEUs:
0.5 Category A

Track: Program Administration
Format: Lecture

In order to earn your CEUs, you must watch the session video in its entirety and complete the assessment.

Heather Hudson, EdD, LAT, ATC

Abstract:
Quality improvement (QI) is not a new concept in athletic training ,- and its incorporation in health care is driven by the National Academy of Medicine for education and practice. CAATE included QI in the post-professional program accreditation standards and it’s in current professional program standards. It’s also part of Domain V in the current BOC Practice Analysis. Even though QI has been around athletic training for years, athletic trainers in both clinician and educator roles lack knowledge regarding QI and are hesitant to incorporate it. Furthermore, ATs are reluctant to develop skills related to Domain V. However, QI can be effective in athletic training. When ATs used a QI framework, there was a decrease in injury risk and health care costs. There is a need for more time spent on developing QI skills within AT programs. The purpose of this lecture is to share lessons learned from years of QI projects at the professional and post-professional educational levels. Through multiple touchpoints with QI, our goals are to increase student knowledge of QI and to decrease hesitancy of performing QI. Common misconceptions and struggles with QI will be shared, as well as strategies to address these. Our hope is that students will be better prepared to perform QI to help assess patient and organizational outcomes as athletic trainers. The lecture will also examine ways to incorporate QI though plan-do-study-act cycles. 

Learning Objectives:

• Identify common challenges in QI assignments.
• Strategize ways to overcome common challenges in QI assignments.  
• Evaluate student reactions to QI.

Level:
Essential

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

CEUs:
0.5 Category A

Track: Pedagogy
Format: Lecture

In order to earn your CEUs, you must watch the session video in its entirety and complete the assessment.

Anne Russ, PhD, LAT, ATC

Elizabeth Neil, PhD, LAT, ATC

Jamie Mansell, PhD, LAT, ATC

Abstract:
Athletic training has significantly evolved. Professional education is now at the graduate level and advanced education has moved to doctoral and residency programs. Clinical practice settings also require knowledge and skills needed to care for more diverse patient populations. Athletic training specialties are accompanying these changes and athletic trainers with specialized knowledge and skills can be recognized with specialty certifications. Earning a specialty certification is a rigorous process that requires an individual to gain and maintain post-professional education and experience in the focused area. These focused areas of practice, also known as specialty practices, are validated with a practice analysis; however, differentiating specialty practices in athletic training is new for the profession. This is evident in current research. In 2023, Perceived barriers of athletic trainers about obtaining BOC specialty certification: a qualitative study reported how athletic trainers in their transition-to-practice years couldn’t comprehend athletic training as a general practice that could also support specialized practices. To continue growing athletic training specialty practices and specialty certifications, we must be able to conceptualize athletic training as a general practice, advanced practice and specialized practice. Being able to view athletic training as these different practice types begins with the professional education process. In addition, it aligns with Goal 2 of the NATA Strategic Plan, which is to “Cultivate the development, growth and sustainability of the Athletic Training Profession.”

Learning Objectives:

• Differentiate a certificate from the professional certification process.
• Identify key historical events with creating specialty certifications for athletic trainers.  
• Describe five criteria that outline the concept of general practice in health care.
• Differentiate athletic training as a general practice, advanced practice and specialized practice.

Level:
Advanced

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

CEUs:
0.5 Category A

Track: Program Administration
Format: Lecture

In order to earn your CEUs, you must watch the session video in its entirety and complete the assessment.

Eva Frank, PhD, LAT, ATC

Michael Hudson, PhD, LAT, ATC

Abstract:
In the January 2024 Job Report, Cailee Welch Bacon, Julie M Cavallario and Chad Starkey reported job availability for athletic trainers with 189 jobs listed in January; 165 full-time positions and 24 part-time positions. Compared to January’s report that identified three existing positions to every one new position in 2024, February job postings reflected a 4:1 existing to new position ratio. This, in combination with a decline in the number of existing athletic training programs and students sitting for the BOC exam, have led to a shortage of graduating athletic training students to fill needed positions. In addition, Bacon, Cavallario and Starkey, in their study “Benchmarking Professional Master’s Degree Athletic Training Program Enrollment Data,” found that enrollment per program ranged from two (n = 5) to 70 students (n = 1) and it was found that Power 5 schools (n = 29) have a statistically significant higher average enrollment (28.4 students) than other athletic divisions (Group of 5, 18.6; Division I, 17.9; Division II, 15.1; Division III, 15.8; and NAIA, 11.3). Low enrollment and the challenges faced at institutions to increase enrollment or face extinction is something that can and should be addressed. Data also suggested that there were no statistically significant differences in average program enrollment for programs who had an accelerated option (mean = 18.7 students) as compared to those who don't have an accelerated option (mean = 19.1). This is one method of recruitment and this lecture will aim to outline several strategies for increasing program enrollment through a variety of modalities.

Learning Objectives:

• Discuss different enrollment management techniques that can be used at their institution.  
• Design a recruitment plan based on institutional data.
• Identify internal and external strategic partners at their institution related to enrollment management.

Track: Program Administration
Format: Lecture

This Session is Not Eligible for CEUs.

Shari Bartz-Smith, PhD, ATC

Eliza MacDonald, MPA, AT, ATC

Abstract:
Traditional anatomy, evaluation and rehabilitation courses are administered to athletic training students as independent courses throughout their academic program, requiring instructors to review concepts and theories from previous courses before introducing new content. To mitigate this and attempt to ensure congruency and complete comprehension of course content, investigators created a merged anatomy, evaluation and rehabilitation course that presents required material by anatomical region. The merged courses are divided into three, semester-long courses that focus on lower-extremity, upper-extremity and spine and pelvis. In this design, athletic training students are first taught the anatomy of a structure and how to evaluate the potential injuries to that structure and proper rehabilitation protocols for return to participation. Course assessment included both written and practical examinations. Practical examinations included patient simulations where students are required to utilize their knowledge of anatomy to correctly evaluate and diagnose the patient and then prepare goals and specific exercises for each phase of the patient’s rehabilitation to return the patient to participation. Thus, the student is required to use all aspects of the course content in the practical assessment. The purpose of this study was to identify and measure athletic training students’ perceptions of the merged course and whether they felt it prepared them for real-life clinical experiences. Overall student perceptions of satisfaction, comprehension of course content and preparation for real-life patient care shows that it may be beneficial for instructors in MSAT programs to adopt this merged method of teaching anatomy, evaluation and rehabilitation. The opportunity to deliver all the content for a particular anatomical region concurrently could improve student comprehension, retention and enjoyment of the content more so than if each were taught independently. Additionally, the added benefit of learning all skills for the region could improve the applicability and confidence for clinical skills.

Learning Objectives:

• Understand our methods in creating and implementing a merged anatomy, evaluation, and rehabilitation course.
• Identify data from alumni and current students on their perceptions and experiences taking the merged courses.
• Evaluate if they should/could adopt this type of merged course in their AT programs.

Level:
Advanced

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

CEUs:
0.5 Category A

Track: Pedagogy
Format: Lecture

In order to earn your CEUs, you must watch the session video in its entirety and complete the assessment.

Brittany Clason, EdD, ATC

Nicholas Wright, PhD, ATC, SFMA-1

Abstract:
For decades, nursing, medical and other health professions have studied the barriers that affect their students. Yet, little research has been done to evaluate the barriers that affect athletic training students. An explanatory sequential mixed-methods study was implemented to determine what barriers athletic training students face during their professional programs and what effect these barriers have on their desire to leave their program. This lecture will discuss the findings of this research study focusing on the barriers that athletic training students experienced during their professional programs as well as the frequency with which they experienced these barriers and the overall effect that each barrier had on their desire to leave their athletic training program. This lecture will also discuss the correlation between the frequency with which athletic training students experience barriers and their desire to leave their athletic training program.

Learning Objectives:

• Consider how barriers affect athletic training students in professional programs.
• Critique current practices within their own programs that place barriers and stressors on athletic training students.   
• Summarize the areas of greatest need for future research on the barriers that affect athletic training students.

Track: Program Administration
Format: Lecture

This Session is NOT Eligible for CEUs.

Chelsea Kuehner-Boyer, MS, LAT, ATC

Abstract:
In today’s rapidly evolving educational landscape, the role of transformational leadership has never been more crucial. This lecture delves into how transformational leadership can dramatically enhance faculty engagement that fosters vibrant and collaborative communities of scholars. We will explore evidence-based and practical strategies that inspire, motivate and align faculty with the institutional vision, fostering a culture of innovation and shared purpose. Attendees will gain insights into how transformational leadership not only elevates individual performance but also cultivates an environment where faculty feel valued and empowered. Join us to uncover the dynamic interplay between leadership and engagement that can transform your academic setting. 

Learning Objectives:

• Identify the foundational elements of transformational leadership and how these principles can be applied to foster a more engaged and motivated faculty. 
• Explore practical methods and best practices for implementing transformational leadership strategies that can boost faculty involvement and commitment to institutional goals.  
• Apply tools and frameworks to assess the impact of transformational leadership on organizational culture and the overall work environment, with the goal of fostering sustained faculty engagement and innovation

Level:
Essential

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

CEUs:
0.5 Category A

Track: Program Administration
Format: Lecture

In order to earn your CEUs, you must watch the session video in its entirety and complete the assessment.

Matthew Kutz, PhD, ATC CSCS, FNAP

Abstract:
Multiple generative artificial intelligence interface programs have become publicly available for free. Athletic training educators can utilize these generative AI platforms in various ways to reduce their overall workload. Large-language models can be used to assist in developing case-based scenarios, course and program learning objectives, athletic training student critical thinking and appraisal of information and other types of learning assignments. This lecture will present common and freely accessible generative AI large-language model platforms, their current strengths and prompt development. This lecture will also incorporate examples of generative AI into multiple aspects of athletic training education assignment development and program administration. By demonstrating various usages and ways to enhance prompt development, athletic training educators can learn and consider how generative AI and large-language model platforms can ease some of their daily and programmatic burdens and limitations.

Learning Objectives:

• Recognize the strengths and limitations of current generative AI platforms.
• Demonstrate generative AI outputs relative to athletic training education situations.
• Determine how to incorporate generative AI platforms into faculty workload.

Level:
Essential

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

CEUs:
0.5 Category A

Track: Pedagogy
Format: Lecture

In order to earn your CEUs, you must watch the session video in its entirety and complete the assessment.

David Tomchuk, DAT, ATC, LAT

Kyle Schneider, EdD, ATC

Abstract:
All practitioners who are involved with individual or community health need to be aware of and practice incorporating social determinants of health (SDOH) into the care provided for people. Athletic trainers are no exception as they are also tasked with considering these concepts while setting up and providing interventions for individuals. However, we found that while practitioners are aware of the SDOH and believe them to be important, they don't always feel comfortable incorporating them as a part of their care. Currently, SDOH are now included in the majority of accreditation and curricular standards for health care educational programs, which means educational programs are charged with teaching students about the determinants and how to utilize them to help provide whole person and whole community health care. The presenters of this lecture set out to create a simple-yet-engaging assignment that would help students in the recognition of SDOH and to demonstrate how they can be integrated into a quick initial assessment of a person suffering from cardiac issues. Our goal was to move away from a traditional introduction of these concepts and toward a creative way to introduce them to students through the use of virtual reality with a simulated initial assessment.

Learning Objectives:

• Discover how virtual reality can be used to teach complex skills.
• Recognize the practical steps used to develop a virtual reality assignment that can be used to teach about SDOH.
• Apply steps in the creation of a virtual reality simulation.

Level:
Essential

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

CEUs:
0.5 Category A

Track: Pedagogy
Format: Lecture

In order to earn your CEUs, you must watch the session video in its entirety and complete the assessment.

Heather Hudson, EdD, LAT, ATC

Kayla Collins, OT

Abstract:
Integrating virtual reality (VR) simulations into educational practices offers immersive, interactive learning experiences, redefining how standardized patient encounters can be delivered. VR has been used in various fields, including business, education, physical therapy and medical education. Today's students are familiar with VR and augmented reality, making it a valuable tool for immersive engagement and critical reflection in their learning process. The purpose of this lecture is to introduce the concept of VR patient encounters and how this educational technique can advance student learning in athletic training. There is a gap in the literature regarding the use of VR for patient encounter delivery to enhance athletic training student learning and interpersonal skill development. VR simulations remove some of the "hidden pressure" associated with having a course instructor present during traditional practical assessments. Participants in virtual role-play scenarios have reported feeling less anxious and more in control of their practice and learning. In our current curriculum, we have utilized VR tools, such as MURSION, to deliver patient encounters where students communicate with various stakeholders they are likely to meet in autonomous practice. VR has also been used to deliver sensitive patient scenarios and cases involving counseling, such as with stroke victims. This technology allows for the assessment of a student's overall interpersonal and critical thinking skills. 

Learning Objectives:

• Discuss the benefits of VR technology for athletic training education. 
• Identify practical patient encounter scenarios suitable for VR technology.  
• Compare VR simulations to traditional standardized patient encounter techniques.

Level:
Essential

Domain(s):
Domain 1: Risk Reduction Wellness and Health Literacy 
Domain 4: Therapeutic Intervention 

CEUs:
0.75 Category A

Track: Pedagogy
Format: Lecture

In order to earn your CEUs, you must watch the session video in its entirety and complete the assessment.

Sara Stiltner, EdD, ATC

Andrea Cripps, ATC, PhD

Abstract:
Immersive clinical experiences in athletic training programs aim to offer students with full-time clinical education unhampered by didactic education. These experiences expose students to comprehensive athletic training care, enhancing their readiness for autonomous practice. However, data suggests that a lack of structured training in developing and implementing these immersive experiences exists. Defining differences in traditional and immersive clinical experiences and clearly setting goals and objectives is likely to provide both the student and preceptor stronger academic experiences. Additionally, it’s been reported that communication and understanding roles that faculty and preceptors perform are key to successful clinical immersive experiences. Data indicates a partnership approach, by faculty and preceptors, allows increased opportunities for communication and sharing of experiences. Integrating purposeful didactic content into clinical practice and incorporating clinical experiences from preceptors into the classroom, enhance the overall mission to provide high-quality educational experiences for students. This breakout session will explore a program’s initiative to establish clinical site-specific education plans, part of the program’s long-term preceptor training strategy. Using a backwards design approach, preceptors identify primary learning objectives for students and differentiate goals for first- and second-year learners. This collaborative approach aligns programmatic goals, supports preceptors and provides an individualized plan reflecting preceptor expertise and clinical site opportunities. Plans emphasize preparation for clinical education, bridging the theory to practice gap, orientation, role modeling and feedback. Attendees will discuss adaptations of this model to their clinical sites and share experiences in defining immersive clinical experiences at their intuitions.

Learning Objectives:

• Examine one program’s approach to defining clinical experiences and setting goals and objectives.
• Analyze how this approach may work to organize clinical experiences for their clinical sites and students.
• Present and evaluate strategies used in their own programs to define clinical experiences and set goals and objectives.

Level:
Essential

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

CEUs:
0.25 Category A

Track: Program Administration
Format: Breakout Session

In order to earn your CEUs, you must watch the session video in its entirety and complete the assessment.

Thomas Newman, PhD, LAT, ATC

Abstract:
Patient care documentation is an essential component of athletic training clinical practice and a specific task listed within the BOC Practice Analysis. Additionally, documentation of patient care is specifically stated within the current CAATE standards. Thus, educators in professional education programs need to ensure they’re preparing students on how to effectively document patient care. Recent unpublished research examined how athletic trainers teach and learn clinical documentation from the perspectives of professional program educators, recent athletic training program graduates and their supervisors. Findings revealed several strategies used by educators, in addition to challenges faced while trying to engage students in clinical documentation. Simultaneous to the analysis of the study findings, an educator also identified weaknesses in the instruction of clinical documentation within their professional athletic training program. This prompted the educator to lead their program faculty through a SWOT (strengths, weaknesses, opportunities and threats) analysis to examine the current delivery of clinical documentation within their professional athletic training program. As a result of this process, the faculty mapped documentation throughout the curriculum and established new instructional strategies for improving athletic training students’ engagement and competence with documentation of patient care. This breakout session will share the key findings of the research study as well as a case study of one program’s curriculum mapping of documentation and provide instructional strategies for teaching clinical documentation. During the breakout session, participants will be guided through the process of integrating documentation throughout their own professional program’s curriculum and will leave with tools they can use within their program. It will also describe curriculum design strategies for integrating clinical documentation throughout professional athletic training programs.

Learning Objectives:

• Compare specific instructional strategies for teaching clinical documentation during didactic and clinical education.
• Conduct a SWOT analysis of the delivery of clinical documentation within an athletic training program.  
• Apply the concepts of continuous quality improvement to the instruction of clinical documentation within professional athletic training programs.

Level:
Advanced

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

CEUs:
0.25 Category A

Track: Pedagogy
Format: Breakout Session

In order to earn your CEUs, you must watch the session video in its entirety and complete the assessment.

Sara Nottingham, EdD, LAT, ATC

Abstract:
The preceptorship model is widely used among health care professions to provide a link between didactic knowledge and clinical performance. Preceptors in the clinical experience are an important source of embedded knowledge, which allows for a personalized learning approach. Because the preceptor role is multifaceted with job-related and educational duties, the effects of the preceptorship are under examination. Preceptors are crucial in bridging the gap between classroom knowledge and clinical skill, and should view themselves as critical educators in the athletic training curriculum. Previous literature demonstrates preceptors aren’t incorporating teaching strategies to best meet student learning needs. Preceptors appear to lack pedagogy training and feedback skills necessary for optimal student learning in the clinical experience settings. The purpose of this study is to increase the understanding of the preceptorship model. Our study found more than half of preceptors don’t view themselves as educators. More than 70% of respondents reported that their preceptor training didn’t involve teaching or feedback strategies. Seventy-five percent of respondents reported spending three hours or less on annual preceptor training. Forty percent of respondents reported being a preceptor increased their stress while 17% reported feeling burned out by the added duties. Eighty percent of preceptors are volunteers. Preceptors appear to be committed to the role of teaching students in spite of minimal pedagogical training, personal benefits and increased workplace stress. Preceptors receive limited instruction in feedback and teaching skills for their role, which may lead them to not embracing the role of educator.

Learning Objectives:

• Differentiate between a mentor, educator and supervisor role of a preceptor. 
• Discuss the role of guidance and planned education for students through the preceptorship model.
• Justify the need for preceptors to perceive themselves as educators. Support performing preceptor training to include pedagogy/andragogy techniques.

Level:
Advanced

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

CEUs:
0.25 Category A

Track: Pedagogy
Format: Breakout Session

In order to earn your CEUs, you must watch the session video in its entirety and complete the assessment.

Brandy Schneider, EdD, ATC, PES

Greg Williams, PhD, ATC, CSCS

Abstract:
Translating classroom knowledge to clinical application is a consistent challenge within athletic training education. Athletic training students and newly certified athletic trainers commonly interpret and implement therapeutic interventions with a black-and-white viewpoint, limiting their ability to be creative and think outside the box. It’s known that collaborative practice can help to bridge that gap, but this isn’t something all athletic trainers or all athletic training settings participate in naturally. Since it’s impossible to guarantee exposure to creative or collaborative clinical practice, educators must implement activities to simulate collaborative practice and challenge the student’s thought processes. Progressive collaboration not only introduces athletic training students to collaboration, but forces them to accept various perceptions as they build a plan of care without knowledge of the previous students’ thought process. During this breakout session, participants will learn about progressive collaboration activities through an example that required students to break down biomechanical properties of specific movements, forces those movements create on the body, common injuries and a full plan of care, complete with range of motion, strength, endurance, neuromuscular control, plyometric and functional exercises. Groups will break out to discuss ways progressive collaboration can be adapted to fit the needs of individual programs or courses. At the end of the breakout session, participants should leave with a condensed version of a progressive collaboration activity to implement at their institution.

Learning Objectives:

• Explain the concept of progressive collaboration and its benefit to therapeutic intervention courses. 
• Identify a course within their program in which a progressive collaboration activity would be appropriate.  
• Prepare a condensed version of a progressive collaboration activity to apply to their program.

Level:
Essential

Domain(s):
Domain 4: Therapeutic Intervention 

CEUs:
0.25 Category A

Track: Pedagogy
Format: Breakout Session

In order to earn your CEUs, you must watch the session video in its entirety and complete the assessment.

Anna Boddicker, DAT

Abstract:
Recent athletic training literature calls for more psychologically informed practice, including development of a therapeutic alliance with mental health professionals. Though recommendations have been made as to how to incorporate sport psychology into athletic training, students may receive limited experience incorporating these professionals into their care. This issue, combined with the CAATE Standard requiring interprofessional education (IPE), presents both a challenge and an opportunity. The purpose of this facilitated discussion is to provide an in-depth, interactive example of an IPE between the AT professional program at Adrian College and the applied sport psychology professional program at the University of Illinois at Chicago. The discussion will begin with an overview of the field of sport psychology, with emphasis on the role of a certified mental performance consultant in athletics. Attendees will then be separated into small groups and given a unique scenario of a patient with a barrier affecting their rehabilitation. Each group will need to determine: 1) what they think is the presenting issue, 2) how the issue might be addressed psychologically (with the help of the presenters) and 3) how they might use patient-oriented and practitioner-oriented outcomes to evaluate the effectiveness of the psychological strategy. Following the small group breakouts, attendees will come together again and discuss their scenario and experience with the entire group. We will also discuss strengths and challenges of IPE and how it may be implemented across other AT programs.

Learning Objectives:

• Identify the value of a sport psychology/certified mental performance consultant in the athletic environment and their role on an integrated care team.
• Apply IPE standards to an athletic training student experience involving collaboration with applied sport psychology students.
• Evaluate the feasibility and utility of an IPE method with sport psychology students against those conducted with other professions.

Track: Pedagogy
Format: Facilitated Discussion

This Session is Not Eligible for CEUs.

Tyler Harris, PhD, LAT, ATC

Heather Schuyler, EdD, LAT, ATC

Meredith Wekesser, PhD, CMPC

Abstract:
Transitioning the degree level from the bachelor’s to the master’s degree has prompted educators to make numerous curricular changes with the intention of creating stronger professionals who are career-ready. Some curricular advancements include pedagogical strategies to improve clinical skills and soft skill through the use of standardized patients, Objective Structured Clinical Examinations (OSCE's), tracking patient encounters and incorporating clinical immersions into clinical education. With that said, many employers still prefer one to three years of experience when hiring and many in the profession, including new graduates, feel the need to pursue low-paying internships to gain experience before becoming employed full time. Continued discussion among educators is necessary to further explore ways to assist students in effectively expressing their acquired skills to employers, facilitating better communication of advancements in entry-level education, particularly in articulating curriculum enhancements such as administrative skills and proficiency in executing quality soft skills. This facilitated discussion will prompt dialogue to help faculty identify advancements in their curriculum that highlight employer concerns for new graduates and provide ideas to identify solutions to help new professionals articulate educational advancements unique to their programs to better position themselves for employment success. Ongoing discussions will focus on defining, exploring and connecting advancements in AT education with how programs prepare students for employment and career transitions as they move from education to practice.

Learning Objectives:

• Identify common skill gaps in early professionals upon transition to practice.
• Evaluate your program’s advancements to prepare students for professional readiness.  
• Identify how educators can help their students better articulate their master’s level education when transitioning to the workforce.

Track: Program Administration
Format: Facilitated Discussion

This Session is Not Eligible for CEUs.

Emily Madrak, PhD, LAT, ATC

Abstract:
As athletic training education continues evolving to include advanced-practice education beyond professional preparation, it’s critical that the theory and philosophy of educators evolve with it. Advanced practice and continuing education must be differentiated from pedagogy and andragogy. Traditionally, many educators default to pedagogical techniques in the development of curriculum and curricular activities. It has long been assumed that adult learners could benefit from andragogical techniques. However, andragogy and pedagogy alone are inadequate to address the uncertainty and volatility in the health care marketplace. Learners in this emergent marketplace have evolving expectations that require heutagogical techniques. The purpose of this facilitated discussion is to help attendees differentiate between andragogy and heutagogy. The emphasis being on heutagogy and how it’s needed to address the growing demands within athletic training education. The research of Robert L. Moore, Lisa Marie Blaschke and Matthew Kutz introduced heutagogy to athletic training and states that heutagogy is a transformative teaching and learning practice particularly valuable in our current health care landscape. For ATs to become competitive, they must align with learner needs in order to prepare future professionals to thrive in a rapidly evolving health care landscape.  

Learning Objectives:

• Differentiate heutagogy from pedagogy in andragogy.
• Discuss the significance of heutagogy to athletic training education.
• Develop strategies for integrating heutagogy into curriculum.

Track: Pedagogy
Format: Facilitated Discussion

This Session is Not Eligible for CEUs.

Matthew Kutz, PhD, ATC CSCS, FNAP

Abstract:
There are currently 250 CAATE-accredited, graduate-level professional athletic training programs. The average enrollment for these programs is 16 students, with an average of 8.5 newly admitted students each year. These numbers can look scary to AT program directors, administrators and even prospective students as many AT programs are currently fighting to justify the financial viability of their program. Recruitment of quality AT students is vital to the overall success of not just AT programs, but to the entire athletic training profession. There is a huge difference between recruiting undergraduate and graduate students into health care programs. Potential graduate students look very closely at debt-to-income ratio, clinical experiences, salaries, work-life balance and a variety of other factors before deciding on an athletic training program and, in many cases, before deciding on athletic training as a career choice. We are no longer just recruiting students to attend AT programs, but also convincing them that athletic training is a good career option. Program directors need to look at different ways to individually connect with current college students, which is a complete paradigm shift from previous recruitment methods. Despite the current decline in professional AT programs and low enrollment numbers, several AT programs are flourishing with high application numbers, large waitlists, high first-time pass rates for the Board of Certification for the Athletic Trainer exam, job placements and retention rates. The purpose of this facilitated discussion is to identify specific recruitment strategies currently working and teach others how to implement them into their own AT program.

Learning Objectives:

• Design and implement a comprehensive recruitment plan for athletic training programs. 
• Identify specific recruitment strategies for graduate students that align with individual AT programs, departments, colleges and universities using available resources.  
• Explain the importance of recruitment efforts for AT education and the specific roles that each team member needs to fulfill.

Track: Program Administration
Format: Facilitated Discussion

This Session is Not Eligible for CEUs.

James Mensch, PhD, ATC

Abstract:
Through a scaffolded approach, students learn about professional advocacy as a section of the transition to professional practice course. The students begin with an overview of challenges associated with transition to practice, professional communication and license and practice acts. Students then review policies and developing policies. In addition to transition to practice issues, students learn about knowing their value, in which they review value model resources and watch webinars related to value models. Students then learn about various forms of professional advocacy through a multi-modal approach (e.g., readings, NATA advocacy center, NATA legislative alert center, webinars and podcasts). Once students learn the basics, guest speakers attend class to discuss professional advocacy. The university legislative liaison provides an overview of how to advocate to legislators, including how to communicate and develop relationships. Members of the North Carolina Athletic Trainers’ Association Public Relations Committee also provide examples of how they have advocated for the profession across the state at the secondary school level (e.g., North Carolina Board of Education) and to legislators. This section culminates with an advocacy project. This project is introduced early in the semester to allow students to get ideas from the guest speakers related to their topic. Students are free to select any cause if it relates to professional advocacy. Students select an audience related to their cause (e.g., school board, policymakers, legislative policymakers, general public). Based on the cause and audience, students will create a deliverable (e.g., presentation to policymakers, letter to legislators, infographic). The deliverable includes information about the cause with supporting data, clearly articulated cause, stance and call to action. 

Learning Objectives:

• Describe a scaffolded approach to teach professional advocacy. 
• Implement an advocacy project to prepare students to advocate for the profession.

Track: Pedagogy
Format: Model Practice

This Session is Not Eligible for CEUs.

Ashley Thrasher, EdD, LAT, ATC, CSCS

Abstract:
This presentation provides an in-depth look into the scoring and reporting methodologies used in the Board of Certification (BOC) Athletic Trainer Exam. The session covers topics such as the exam development process, exam blueprint, and domain level information and associated resources designed to support candidates. Most importantly the session illustrates how to use all the information to transition from student to certified athletic trainer.

Learning Objectives:

• Describe the accreditation and testing standards that influence the psychometric procedures used in the scoring of the BOC Athletic Trainer Exam.
• Utilize key resources, such as the Practice Analysis 8th Edition and the elements within the report itself, to enhance the interpretation of exam results.
• Prepare candidates to transition from exam takers to certified athletic trainers based on their score reports.

Track: Program Administration
Format: Model Practice

This Session is Not Eligible for CEUs.

Ian Hembry, PHD

Abstract:
There is a knowledge gap that athletic trainers have when it comes to public health topics. The purpose of this model practice is to discuss an interprofessional education (IPE) project between students in athletic training and public health education programs. Within this project, students learn to work together utilizing each discipline’s specific strengths and expertise to develop a plan to address a health concern in a university setting. This includes assigned cooperative learning groups to identify a current health issue impacting collegiate athletes. Students learn to hold a stakeholder interview, develop a comprehensive health promotion plan and devise an implementation strategy.

Learning Objectives:

• Explain the importance of athletic trainers' need to understand public health topics. 
• Develop communication skills between students in health care professions.
• Teach students how to implement a comprehensive health promotion plan in the athletic setting.

Track: Pedagogy
Format: Model Practice

This Session is Not Eligible for CEUs.

Jodi Schumacher, MS, LAT, ATC

Abstract:
Athletic training education programs often rely on the use of simulations to ensure students are assessed on all required content standards when real patient experiences aren’t available. Research in athletic training simulation has focused primarily on the integration of high-fidelity mannequins, task trainers and standardized patients for skill development and clinical decision-making. However, the fidelity of teaching critical skills may be improved by using human cadaveric models. This model is used extensively in training combat and trauma surgeons as well as general surgery and clinical procedures. The purpose of this model practice is to provide insight into the use of human cadaveric specimens to enhance the fidelity of instruction of rectal temperature assessment, airway insertions and tourniquet application to a perfused upper extremity in a professional master’s degree program in athletic training. The goal for improving fidelity is to improve the comfort level of the clinician in performing critical skills and, therefore, increase their likelihood of application in a real patient situation.

Learning Objectives:

• Identify the resources needed for instruction using cadaveric models.
• Summarize the affective aspects of supporting students during skill application on cadaveric models.
• Recognize the limitations in using cadaveric models for skill instruction.

Track: Pedagogy
Format: Model Practice

This Session is Not Eligible for CEUs.

Jolene Henning, EdD, ATC, LAT

Abstract:
This model practice will explore opportunities for collaboration, synergy and revenue sources when developing an athletic training residency in the college, university and teaching hospital/practice settings. Athletic residencies and fellowships can add significant value to an institution’s delivery of athletic training services, athletic training professional and post-professional educational programs, family practice residencies and sports medicine fellowships in orthopedics and primary care. They also have been shown to increase patient throughput and provide care levels comparable to medical residents in some areas within the physician practice and teaching hospital.

Learning Objectives:

• Discuss the benefits of VR technology for athletic training education. 
• Identify areas of collaboration on their or neighboring campuses,  including varsity athletics, club and intramural sports, ROTC and accredited athletic training programs. 
• Develop strategies to approach community partners who sponsor graduate medical education for collaborative learning activities with other graduate medical practitioners and develop placements for professional athletic training students.

Track: Program Administration
Format: Model Practice

This Session is Not Eligible for CEUs.

Marjorie J. Albohm, MS, AT-Ret

Marie Charpentier, DPT, ATC, SCS

Abstract:
We set out to develop an interprofessional educational opportunity between an athletic training program (transitioning to master’s level) and a bachelor's level nursing program. Both programs needed the course to be content- and educational standard-focused while integrating the two professions in order to meet program credit limits and accreditation requirements. Through discussion, it was agreed that pharmacology had content and scope overlap that would allow both professional student populations a chance to work collaboratively and apply the knowledge of the content area more deeply.

Learning Objectives:

• Recognize the importance of interprofessional education and collaboration in health care settings.
• Compare educational standards regarding pharmacology knowledge and skills of athletic trainers and nurses.
• Evaluate a model for an interprofessional pharmacology course between nursing and athletic training programs.

Track: Pedagogy
Format: Model Practice

This Session is Not Eligible for CEUs.

Mary Westby, EdD, LAT, ATC

Abstract:
Preceptors play a critical role in athletic training clinical education, but they lack training to be effective in this role. The One Minute Preceptor method (OMP) is a simple five-step clinical teaching tool that provides succinct guidelines for clinical educators. The purpose of this model practice is to share the influence of an OMP method training on preceptor knowledge and use of the OMP microskills.

Learning Objectives:

• Modify their current preceptor training.
• Critique their current preceptor training.
• Implement OMP.
• Describe the five microskills of OMP.

Track: Pedagogy
Format: Model Practice

This Session is Not Eligible for CEUs.

Leah Wise, EdD, LAT, ATC

Abstract:
General medical (or non-orthopedic) conditions are often not as common for an athletic training student to gain experience with in the clinical setting compared to orthopedic conditions. This, consequently, makes it difficult for athletic training students to authentically perform an examination to formulate a diagnosis and plan of care for patients with non-orthopedic health conditions across all major body systems with confidence. However, athletic trainers are often a student athletes’ first point of contact for general medical concerns. This gap leads to a need for educational programs to incorporate opportunities for students to apply knowledge related to general medical conditions to help students gain confidence as they prepare for independent patient care as an athletic trainer. Therefore, the purpose of this model practice is to provide educators with a framework for teaching general medical conditions through the reverse case study method. This problem-based learning strategy will provide students with an opportunity to engage with each other and practice problem-solving skills while gaining confidence in how to recognize and manage patients with a general medical condition. 

Learning Objectives:

• Describe the importance of implementing active learning strategies in athletic training education. 
• Explain the steps in creating a reverse case study activity related to general medical conditions.
• Implement a reverse case study activity to enhance active learning related to general medical conditions.

Track: Pedagogy
Format: Model Practice

This Session is Not Eligible for CEUs.

Kimberly Keeley, PhD, LAT, ATC

Abstract:
Salaries in athletic training have remained relatively stagnant for the last three decades, regardless of various educational reforms and increased national recognition of the profession. Researchers have established that most athletic trainers do not negotiate the salary or terms of employment during the hiring process. Newly credentialed athletic trainers entering the profession are among the least likely to attempt to negotiate when seeking employment, suggesting that education on the strategies to support negotiation efforts would be a beneficial addition to athletic trainers' professional preparation. The current landscape of salaries within the profession suggests that several variables contribute to salary ranges, including the title of the vacant position, whether the position is newly created or is already existing within the organization, and the minimum required years of experience. Salaries for entry-level ATs have been largely unaffected by changes in degree requirements so far. Ultimately, employers and employees rely on older data to support outdated salary ranges, and this, combined with ATs' lack of negotiation efforts, has contributed to the stagnation of salary ranges in the profession. This presentation will review the landscape of salaries in athletic training and discuss which employment philosophies we pass onto students should be eliminated. We will also discuss the professional and educational responsibilities of athletic training educators in pursuit of better wages for the profession.

Learning Objectives:

• Describe the factors associated with a job description that influence salary differences in the profession.
• Compare previously modeled salary and salary negotiation practices to the suggested practices in this presentation. 
• Implement professional advocacy efforts within their institution to educate stakeholders on the value of athletic trainers. 
• Discuss appropriate data sources for salary information and how to teach students how to negotiate.

Track: Program Administration
Format: Model Practice

This Session is Not Eligible for CEUs.

Julie Cavallario, PhD, ATC

Chad Starkey, PhD, ATC, FNATA

Abstract:
This simulation that will be discussed in this Model Practice is conducted in the tabletop style where all students participate as a group (or in small groups). This format allows for discussion and stops and starts at predetermined stopping points to allow students to explore an area more deeply. The tabletop simulation is used for many different reasons, but has been employed here because of the complexity of the topic and benefit to participants in hearing other’s perspective, knowledge and experience with the information presented in the simulation. Simulation is an educational tool that can assess learning (summative) or produce learning (formative). We have found it increasingly beneficial to design simulations that provide an opportunity to demonstrate learning and skill rather than test it. This has produced better student learning outcomes and satisfaction. To create the ideal learning environment, all summative simulations include at least three preparation activities that include supplementary readings and two post-simulation activities in addition to the traditional debrief. These activities prepare the student to be successful during the simulation and assist them in processing and integrating the information for future clinical practice. This model practice focuses on a meniscus injury, how to assess and manage that injury, how sensitivity and specificity directly relate to clinical practice and care decisions while also addressing health insurance communication and coverage for minors in the secondary setting.

Learning Objectives:

• Practice obtaining insurance coverage, including eligibility requirements and reasons for being uninsured.  
• Evaluate the knee for meniscus injury, including the performance of special tests and immediate and future management approaches.
• Discuss, evaluate, calculate, manipulate and apply the sensitivity and specificity of meniscus tests.
• Discuss and weigh the role ATs may play in health care equity, who is responsible for this equity and at what level.

Track: Pedagogy
Format: Model Practice

This Session is Not Eligible for CEUs.

Joshua Larson, MA, NRP

Abstract:
Effective leadership demands a profound understanding of the unique needs, concerns and aspirations of various groups within a community. In diverse settings, conflicts and disagreements are inevitable, and in health care, these can affect patient care quality, staff morale and overall organizational functioning. To address this, it’s essential to help students develop conflict resolution skills and create a professional, safe space for dialogue and negotiation. Coalition building can facilitate consensus building by identifying common goals, highlighting shared values and promoting compromise and understanding. Athletic trainers, in particular, should recognize and celebrate community diversity while striving to provide equal opportunities for all. 

Learning Objectives:

• Explore one method of incorporating leadership and coalition building in diverse communities. 
• Connect leadership and coalition building in diverse communities to social determinants of health and health care.   
• Adapt the learned strategies and skills to tailor the strategies to the various athletic training programs.

Track: Program Administration
Format: Model Practice

This Session is Not Eligible for CEUs.

Melissa Snyder, PhD, ATC, LAT

Abstract:
Previously literature has estimated that 20% of a patient’s health outcomes can be attributed to the clinical care they receive from health care providers and another 40% can be attributed to social determinants of health. Reliable and affordable public transportation improves access to health care services, particularly for individuals living in underserved or rural areas with limited transportation options. Access to public transportation facilitates travel to medical appointments, pharmacies and other health care facilities, ultimately improving health care access and health care outcomes. Athletic trainers working with diverse patients, including those with transportation barriers, should practice patient-centered care by providing options to access health care services beyond their clinic. Through participation in a class activity that simulates a patient traveling to an orthopedic care clinic via public transportation, athletic training students can learn, through lived experience, what barriers exist for patients in underserved communities when seeking health care. Understanding the public transportation system enables health care providers to assist patients in accessing health care facilities. They can provide directions, information about transportation options and help patients plan their travel routes, particularly for those who may face barriers due to limited mobility or financial constraints.

Learning Objectives:

• Analyze potential barriers or obstacles individuals may encounter when utilizing public transportation for health care appointments and propose solutions.  
• Evaluate personal experiences and reflect on how using public transportation for health care appointments impacts individuals' access to care and health outcomes.
• Assess the chosen bus route's effectiveness in terms of convenience, reliability and accessibility.

Track: Pedagogy
Format: Model Practice

This Session is Not Eligible for CEUs.

Emma Nye, DAT, LAT, ATC

Abstract:
A 360-degree camera is a low-budget method of creating a video-based proctored practical examination. This method was used within athletic training courses that required practical examination assessments. The cameras were mounted from the ceiling in the athletic training laboratory and with the assistance of the standardized patient, the student's practical examination was recorded. Similar to other methods of video-based proctoring, the athletic training student was alone with the standardized patient to complete the skills necessary for the practical examination to aid in the representation of a true clinical environment. As in professional practice, the patient is one-on-one with the clinician. Following the practical examination, the video was uploaded to the computer and the instructor on record was able to review the video and score the practical examination based on a unique rubric specific to that practical exam. This proctoring and assessment was able to be done via alternate location and time at the convenience of the instructor. Use of recording of practical examinations allows the environment to be more realworld as well as allowing for increased efficiency in assessment evaluation, feedback and reflection. The 360-degree cameras are used for proctoring practical examinations, but can also be used to record interprofessional mass casualty simulations. This technology can also be used to create introduction videos of clinical sites so the student is familiar with the environment before arriving at the site.

Learning Objectives:

• Describe the capabilities of a 360-degree camera used in an athletic training program. 
• Identify examples for use within course assessments.
• Compare the use of 360-degree cameras with more costly camera-based systems.

Track: Pedagogy
Format: Model Practice

This Session is Not Eligible for CEUs.

Nicholas Grahovec, PhD, ATC, CSCS