ATHLETIC TRAINING EDUCATION PROGRAM School of Education Chapman University

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1 ATHLETIC TRAINING EDUCATION PROGRAM School of Education Chapman University ATPE 396 Intermediate Athletic Training Procedures and Fieldwork I TR 11:30am 12:45pm Instructor: Dr. Jason Bennett, DA, ATC Office: HPL Hutton Sports Center Room 26 Phone: jbennett@chapman.edu Office Hours: TBA Required Texts: Wiksten, D. & Barry B. (2001). Lower Extremities Injury Evaluation: An Interactive Approach. Slack, Inc. Knight, K. (2001). Assessing Clinical Proficiencies In Athletic Training (3 rd Ed.). Human Kinetics. Texts from ATPE 408: Magee (2002). Orthopedic Physical Assessment. Saunders, Inc. Hoppenfeld, S. (1997) Physical Examination of the Spine and Extremities. New York: Appleton-Century-Crofts Konin, J. (1997) Special Tests for Orthopedic Examination. Thorofare, NJ: SLACK, Inc. Method of Evaluation Your grade is based on your cumulative score on the following items Practical Examinations (3) 100 points each Final Comprehensive Practical Examination 150 points Reflective Journals (3) 25 points each Homework Assignments (6) 10 points each ACI Evaluation + 50 points Attendance & Participation** 25 points Proficiencies* Total 660 points *Students must complete all proficiencies or they will Fail the course. **Students must accumulate the minimum number of clinical education hours as outlined in the Athletic Training Student Handbook. Failure to accumulate the minimum hours will result in an Incomplete in this class. + Students are evaluated by their clinical instructor 3 times during the semester. The final ACI evaluation will be utilized as part of the course grade. 1

2 Course Grading Scale 93%-100% = A 80%-82% = B- 68%-69% = D+ 90%-92% = A- 78%-79% = C+ 63%-67% = D 88%-89% = B+ 73%-77% = C 60%-62% = D- 83%-87% = B 70%-72% = C- < 60% = F Reflective Journal Each student will submit 3 reflective journals during the semester into their Blackboard account as part of their electronic portfolio. These journals will summarize the student s clinical education experience during the semester. Each reflective journal will have a specific focus on their clinical education experience. You will be graded on the quality of your answers and your grammar/spelling. For each misspelled word or improper grammar, you will lose 5 points from your assignment. In addition, you will not receive any points for using the term trainer instead of athletic trainer or training room instead of athletic training room. Please run a spell check and then re-read your assignment aloud to insure success on these assignments. Writing is a critical skill in your communication within the health care professions and the perception of your intelligence to others. Reflective Journal #1: What are your specific clinical education goals for the semester? Include at least three Describe your learning style for both clinical skills and classroom learning if these are different How would you describe your ACI s teaching/supervision style at this point? Describe how you have applied concepts, theories, or research discussed in class in your clinical education. Describe at least 3 experiences you have had this rotation at your clinical site that you feel have been a learning experience. Please follow the "What? So what? Now what?" format of: what the experience was; why you felt it was a learning experience (so what?); and how this experience will impact you for the future (now what?) Reflective Journal #2 Describe how you are progressing towards your previously stated goals. If your goals have changed, how so? Describe at least 3 experiences you have had at your clinical site since the previous journal that you feel have been a learning experience. Please follow the "What? So what? Now what?" format of: what the experience was; why you felt it was a learning experience (so what?); and how this experience will impact you for the future (now what?) Describe how you have applied concepts, theories, or research discussed in class in your clinical education from the previous reflective journal. 2

3 You are assigned to an Approved Clinical Instructor for this semester. Describe the skills or professional tools that your ACI has instructed you on. What specific skills would you like your ACI to instruct you on? Describe the type of feedback your ACI has given to you about your performance so far. Be specific. Reflective Journal #3 Have you achieved your previously stated goals this semester? Explain why you have or have not achieved them. Imagine you are Dr. Ky Kugler, and you could change anything about this clinical rotation at your site, how (specifically) would you change it and how would it benefit the student, the ACI, and the patient? Describe at least 3 of the more memorable learning experiences (either positive or negative) that you experienced this semester at your clinical site. Please follow the "What? So what? Now what?" format. At the end of this syllabus are the clinical proficiencies that should be taught and evaluated during this course. Have you learned all of these clinical proficiencies during this semester? Explain how you were evaluated on these clinical proficiencies (i.e., tests, rotation objectives, simulations by ACI). Homework # Description Due Date #1 Pathology, MOI, and treatment of 3 injuries ed by 8:00am 9/1 from J1 (PowerPoint w/ pics) #2 Pathology, MOI, & treatment of 3 injuries from ed by 8:00am 9/20 J2 (PowerPoint w/ pics) #3 Pathology, MOI, & treatment of 3 injuries from ed by 8:00am 10/6 J3 (PowerPoint w/ pics) #4 Pathology, MOI, & treatment of 4 injuries from ed by 8:00am 10/13 J4 (PowerPoint w/ pics) #5 Pathology, MOI, & treatment of 4 injuries from ed by 8:00am11/15 J6 (PowerPoint w/ pics) #6 Pathology, MOI, & treatment of 4 injuries from J7 (PowerPoint w/ pics) ed by 8:00am 11/22 Specific injuries from each clinical proficiency will be assigned in class. PowerPoint presentation must have references included. If assignment is late or missing references, student will not receive any points. All assignments will be compiled into a Master List of lower extremity injuries and will be electronically returned to each student to be placed in their electronic portfolio. Grading Rubric (10 points possible) Content: 8 points total Pathology Section = 2 points MOI Section = 2 points Treatment Section = 2 points 3

4 Pictures/Layout Spelling / Grammar = 2 points 2 points total Proficiencies Completing the assigned clinical proficiencies and modules are critical to your good standing within the Athletic Training Education Program. The purpose of the clinical proficiencies is not to simply sign-off and forget, but rather, to practice and build on your previous skill until you become competent and proficient. Therefore each proficiency and module requires you to: Practice each skill with a partner or mentor and have them sign-off on your practice On a different day, either in class or at specific office hours, have your instructor evaluate your skill in performing the proficiency. o Based on your performance, if the ACI feels that you need more practice, you may need to re-attempt the skill at a later date. While it is preferable that each proficiency and module will be taught in class, each clinical proficiency and module has a list of references that you should use to complete the proficiency if this is not the case. All of these references are shelved in the Leatherby Libraries on campus. Important Notes about Proficiencies: o Please make an appointment with your instructor to have proficiencies evaluated Any ACI can evaluate your skill on a proficiency, but it is preferred that your clinical course instructor evaluate you o For each proficiency that is turned in late or missing your final course grade will be lowered by one entire grade. E.g., if your grade in this course after the final is a 94% and you had 2 proficiencies turned in late, your final grade in the course would be a 74%. If a proficiency is missing at the end of the semester you will not be allowed to enroll in the next clinical course (ATPE 297, 397, etc.) until the proficiency is completed. Attendance & Participation All students are expected to attend all class sessions and program meetings. This includes monthly Athletic Training Education Program meetings. These meetings typically occur one Friday per month at 1:00pm. Advanced notice will be given of all upcoming meetings to allow each student to coordinate with their ACI or job to attend these meetings. If the student fails to attend a program meeting, he/she will lose all of their participation points (about 10% of course grade). 4

5 Tuesday 8/30 Course Orientation; Foot Anatomy Review & Palpation 9/6 Foot injury Evaluation MMT Special Tests 9/13 Review Proficiency Evaluation (J1) 9/20 Ankle Evaluation MMT Special Tests Reflective Journal #1 Assignment #2 9/27 Ankle Evaluation Simulated evaluations 10/4 Exam #1 Content from class and J1, J2, & C4 10/11 Knee Evaluation Anatomy Review Palpation Q-angle measurement 10/18 Knee Evaluation Meniscal Special Tests Patellar Special Tests Rotary Instability 10/25 Knee Evaluation Simulated Evaluations Reflective Journal #2 11/1 Review Proficiency Evaluation (J4) 11/8 Hip/Thigh Anatomy Review Palpation Course Calendar Thursday 9/1 Foot Injury Review & Presentations Assignment #1 9/8 Foot Taping & Padding (C4) Metatarsal arch padding Toe fracture Heel Bruise Longitudinal Arch 9/15 Ankle Anatomy Review & Palpation 9/22 Ankle Evaluation Goniometry Neurological exam 9/29 Review Proficiency Evaluation (J2) 10/6 Open Assignment #3 10/13 Knee Evaluation Ligamentous Special Tests o ACL, PCL, MCL, LCL Assignment #4 10/20 Knee Evaluation Review Special Tests 10/27 Knee Treatment Options Immobilization Crutch-fitting 11/3 Exam #2 Content from Class, J3, & J4 11/10 Hip/Thigh MMT Goniometry 5

6 11/15 Lumbar Spine Anatomy Review & Palpation Assignment #5 11/22 Lumbar Spine Special Tests Assignment #6 11/29 Lumbar Spine Review LE Neurological Review 12/6 Review Proficiency Evaluation (J6) Comprehensive Final Exam: Thursday December 15 th, 10:45am 11/17 Lumbar Spine Special Tests o SI Joint o Lumbar Disk 11/24 Thanksgiving 12/1 Lumbar Spine Simulated Evaluations Reflective Journal #3 12/8 Exam #3 Content from class, J6, & E5 (g-l) This syllabus is subject to change!! 6

7 ATPE 396 Clinical Proficiencies Domain Clinical Proficiency Assessment & Evaluation Teaching Objective 1: The student will conduct static and postural evaluation and screening procedures. Specific Outcomes 1. The student will recognize the following postural deviations and predisposing conditions: a. kyphosis g. genu valgum, varum, and recurvatum b. lordosis h. rearfoot valgus and varus c. scoliosis i. forefoot valgus and varus d. pelvic obliquity j. pes cavus and planus e. tibial torsion k. foot and toe posture f. hip anteversion and retroversion 2. The student will perform a postural assessment of the following: a. cervical spine and head d. hip and pelvis b. shoulder e. knee c. lumbo-thoracic region f. ankle, foot, and toes 3. The student will identify and classify body types as a. endomorph (ATPE 302) b. ectomorph (ATPE 302) c. mesomorph (ATPE 302) Teaching Objective 2: The student will perform record keeping skills while maintaining patient confidentiality. Specific Outcomes 1. The student will a. use standardized record keeping methods (e.g., SOAP, HIPS, HOPS) b. select and use injury, rehabilitation, referral, and insurance documentation c. use progress notes Teaching Objective 5: The student will perform proper clinical evaluation techniques, including range-of-motion testing (active, passive, assisted). Specific Outcomes 1. The student will qualitatively assess active, passive, resistive range of motion for the following: a. temporomandibular joint g. hip b. cervical spine h. lumbar spine c. shoulder i. thoracic spine 7

8 d. elbow j. knee e. wrist and hand k. ankle f. thumb and fingers l. foot and toes Thoracic/Lumbar Spine Evaluation The student will 1. obtain the medical history of an ill or injured athlete or other physically active individual 2. observe and identify the clinical signs and symptoms associated with common injuries, illnesses, and predisposing conditions: a. café au lait macules (spots) b. dislocation or subluxation c. spina bifida occulta d. facet syndrome e. intervertebral disc pathology f. spinal posture (kyphosis/ lordosis) g. leg length discrepancies h. nerve root compression i. sacroiliac dysfunction j. scoliosis k. vertebral pathology (e.g., spondylitis, spondylolysis, spondylolisthesis) l. sprain m. stenosis n. step deformity o. strain 3. administer active and passive range-of-motion tests using standard qualitative and quantitative techniques 4. use manual muscle-testing techniques 5. administer appropriate sensory and neurological tests 6. administer functional tests and activity-specific tests 7. identify, palpate, and interpret the integrity of bony landmarks 8. identify, palpate, and interpret the integrity of soft tissue 9. administer commonly used special tests to make a differential assessment of the following: a. intervertebral disc herniation (e.g., Valsalva s maneuver) b. neuropathy (e.g., straight leg raise test, well straight leg test, Babinski s reflex test, Oppenheim s gait test, Kernig s sign, Brudzinski sign test, bowstring test, Hoover sign test) c. vertebral defects (e.g., stork standing test/spondylolisthesis test) d. joint instability (e.g., spring test) Hip/Pelvis Evaluation The student will 8

9 1. obtain the medical history of an ill or injured athlete or other physically active individual 2. observe and identify the clinical signs and symptoms associated with common injuries, illnesses, and predisposing conditions: a. leg length discrepancies j. osteitis pubis b. hip retroversion k. athletic pubalgia c. hip anteversion l. bursitis d. Legg-Calvϑ-Perthes disease m. piriformis syndrome e. apophysitis n. iliotibial band syndrome f. slipped capital femoral epiphysis o. contusion g. dislocation or subluxation p. sprain h. fracture q. strain i. stress fracture r. tendonitis 3. administer active and passive range-of-motion tests using standard goniometric techniques and/or a tape measure 4. use manual muscle-testing techniques 5. administer appropriate sensory, neurological, and circulatory tests 6. administer functional tests and activity-specific tests 7. identify, palpate, and interpret the integrity of bony landmarks 8. identify, palpate, and interpret the integrity of soft tissue 9. administer commonly used special tests to make a differential assessment of the following: a. sacroiliac dysfunction (e.g., Patrick's/FABER, Gaenslen s test, pelvic compression/distraction test) b. neuropathy (e.g., femoral nerve traction test) c. neuromuscular pathology (e.g., Trendelenburg test, Thomas test, rectus femoris contracture test, Ober test, Noble s test, piriformis test) Knee Evaluation The student will 1. obtain the medical history of an ill or injured athlete or other physically active individual 2. observe and identify the clinical signs and symptoms associated with common injuries, illnesses, and predisposing conditions: a. bursitis b. chondromalacia patella c. dislocation and subluxation d. fat pad contusion e. fracture f. leg length g. meniscal tear h. Osgood-Schlatter disease i. osteochondritis dissecans j. patellar alignment (e.g., patella alta, patella baja, squinting patella, Q angle) k. patellar tendon rupture 9

10 l. peroneal nerve contusion or palsy m. popliteal cyst n. sprain o. strain p. tendonitis q. tibial torsion r. tibiofemoral alignment (e.g., genu recurvatum, genu valgum, genu varum) 3. administer active and passive range-of-motion tests using standard goniometric techniques 4. use manual muscle-testing techniques 5. administer appropriate sensory, neurological, and circulatory tests 6. administer functional tests and activity-specific tests 7. identify, palpate, and interpret the integrity of bony landmarks 8. identify, palpate, and interpret the integrity of soft tissue 9. administer commonly used special tests to make a differential assessment of the following: a. uniplanar stress tests (e.g., valgus stress test, varus stress test, Lachman test, anterior drawer test, posterior drawer test, posterior sag sign) b. multiplanar (rotational) stress tests (e.g., Slocum test, Hughston's test, lateral pivot shift maneuver) c. meniscal tears (e.g., McMurray s test, Apley s test) d. patellofemoral dysfunction (e.g., grind test, apprehension test) e. intra-extracapsular swelling (e.g., sweep test, ballottable patella) Leg, Ankle and Foot Evaluation The student will 1. obtain the medical history of an ill or injured athlete or other physically active individual 2. observe and identify the clinical signs and symptoms associated with the following common injuries, illnesses, and predisposing conditions: a. overuse injures (e.g., bursitis, exostosis, fasciitis, stress fracture, tarsal tunnel syndrome, tendonitis and/or tenosynovitis, tibial stress syndrome) b. Achilles tendon rupture c. compartment syndromes d. apophysitis e. dislocation or subluxation f. foot type/structure (e.g., forefoot varus/valgus, equinus deformity, pes cavus/planus, plantar flexed first ray, rearfoot [hindfoot] varus/valgus) g. fracture h. deep vein thrombosis (e.g., Homans sign) i. neuroma j. osteochondritis dissecans k. sprain l. strain m. toe structure/alignment (e.g., bunion, claw toes, hallux rigidus, hallux valgus, hammer toes, mallet toe, Morton s 10

11 foot syndrome) n. weight-bearing versus non-weight-bearing alignment o. gait 3. administer active and passive range-of-motion tests using standard goniometric techniques 4. use manual muscle-testing techniques 5. administer appropriate sensory, neurological, and circulatory tests 6. administer functional tests and activity-specific tests 7. identify, palpate, and interpret the integrity of bony landmarks 8. identify, palpate, and interpret the integrity of soft tissue 9. administer the following commonly used special tests to make a differential assessment: a. compression test (e.g., Pott s fracture) e. talar tilt test b. percussion test f. Thompson test c. anterior drawer test g. Tinel's sign d. Kleiger s test h. Homans sign Therapeutic Modalities Teaching Objective 1: The student will relate the findings of a physical examination to determine the appropriate course of treatment. Specific Outcomes 1. The student will perform a physical examination to identify the current inflammatory stage. 2. The student will perform a physical examination and interview to identify the indications, contraindications, and precautions to various treatment protocols. General Medical Conditions and Disabilities The student will 1. Obtain a basic medical history that includes the following components: a. previous medical history d. current medication history b. previous surgical history e. relevant social history c. pertinent family medical history f. chief medical complaint 11