Eberman , Program Director, with any questions. The requirements given in the catalogs supersede information issued by any academic department, program, college, or school. The University reserves the right to change the requirements at any time. Indiana State Online. This credit program is delivered using a combination of online learning and intensive hands-on learning.
Cohorts of up to 25 students engage in periods of both online and face-to-face faculty-student interactions to enhance knowledge, skills, and abilities. Campus requirements total approximately days annually days per semester.
The program must be completed in 6 semesters 24 months of continuous, full-time enrollment. Nevada Colleges. New Hampshire Colleges. New Jersey Colleges. New Mexico Colleges. New York Colleges.
North Carolina Colleges. North Dakota Colleges. Ohio Colleges. Oklahoma Colleges. Oregon Colleges. Pennsylvania Colleges. South Carolina Colleges. South Dakota Colleges. Tennessee Colleges. Texas Colleges. Utah Colleges. Vermont Colleges. Virginia Colleges. The Athletic Training Programs at ATSU celebrate diversity as a fundamental component of the academic experience and are committed to preparing our graduates to be culturally proficient providers who serve the needs of a diverse community.
We welcome the distinctive contributions of every student, faculty, and staff member. We listen, engage, and embrace our diverse cultural perspectives to foster belonging and empowerment in the classroom and in the community. We promote and value collaboration with diverse clinicians, educators, researchers, and administrators to provide athletic trainers with knowledge that guides clinical decision-making, enhances care, and optimizes patient outcomes.
The Athletic Training Programs continuously strive to cultivate and nurture inclusiveness that is authentic, reflexive, and beneficial to the ATSU Community. The success of the doctor of athletic training degree from A.
Doctoral students can actually graduate from the month program as much as 12 months earlier with advanced standing.
The courses in the ATSU DAT program are precisely what is needed for contemporary athletic training practice and education and address important profession specific topics not usually covered in other PhD programs.
Faculty are industry experts highly familiar with emerging trends in athletic training practice and education. Students earning a Doctor of Athletic Training are able to apply lessons immediately, while also bringing their unique needs and challenges into the online coursework. Learn more about how this curriculum from a leading health sciences University makes a unique difference in helping students advance their knowledge and their careers to the forefront of the athletic training profession.
Download Curriculum Outline. Obtain a graduate certificate for enhanced knowledge in your selected area of interest. Upon deciding later to obtain a doctorate degree in athletic training at ATSU, these graduate certificates will provide advanced standing. Demonstrate advanced clinical decision-making to determine the effectiveness of athletic training practice.
Learn more. Demonstrate advanced practice athletic training knowledge and skills in the specialty area of rehabilitation. Learn More. Demonstrate advanced practice athletic training knowledge and skills in the specialty area of orthopaedics. Debate and apply contemporary knowledge and skills in athletic training leadership and education. Demonstrate advanced practice athletic training knowledge and skills in the sub-specialty area of sports neurology and concussion.
The DAT program will admit athletic training professionals with diverse professional and personal experiences who have demonstrated capacity to pursue a rigorous course of graduate study. Prospective students will be selected by considering the overall qualities of the applicant through application content, academic record, and prior experience. Candidates accepted for admission to the DAT program will have earned a masters or higher degree from a regionally accredited institution.
Verification of progress toward completion of all eligibility requirements to sit for the BOC certification examination will be accepted at the time of application, but BOC certification must be verified prior to matriculation.
Students must demonstrate proof of state licensure if required in your current state of residence. A photocopy of a current state license is acceptable. Candidates must have achieved a minimum overall graduate cumulative GPA of 2.
One official recommendation form must be completed by an academic advisor, professor, employer, or other individual who can attest to the applicants potential for success in the doctoral program.
Letters from an educational consulting service will not qualify. Recommendations must be submitted for each application year. Candidates are expected to be computer literate and experienced in word processing. All curricula require extensive computer usage. Accepted applicants are required to have a personal computer prior to matriculation and have access to a high-speed Internet connection.
Applicants are required to demonstrate proficiency in English when applying to the Arizona School of Health Sciences, A. Still University. Written and spoken proficiency in the English language may be demonstrated by one of the following options:. Information is available at www. Please be sure to include this information when you submit your application packet. Box Princeton, NJ Quality improvement is the consistent, combined effort of many to make changes in healthcare that will improve patient outcomes, system performance, and professional development.
An overview of the history of quality improvement in healthcare will be provided to provide a global understanding of the value of quality improvement to the advancement of patient care. Additionally, the Model of Improvement will serves as the theoretical foundation for the course. Topics will include creating and managing interprofessional teams, identifying quality improvement issues, process literacy, data collection for continuous improvement, and implementing system changes.
During the course, students will also be introduced to common tools used in quality improvement projects, such as process diagrams, cause-and-effect diagrams, run charts, and plan-do-study-act cycles. It is also intended to build on entry-level evidence-based practice courses with the use of informatics and technology to access the medical literature.
The course will cover advanced topics related to the EBP process, framing clinical questions to enhance clinical decision-making, searching the literature, critical appraisal, integration and evaluation of the evidence, grading levels of evidence and strength of recommendations, patient values, and statistical terminology related to EBP.
Discussion of disablement models and outcomes research as the foundations to evidence-based practice will be provided. The use of disablement models as a framework for whole person healthcare and the evaluation of health-related quality of life will be presented.
This course builds upon the basic components of clinical outcomes assessment by providing advanced content related to clinician- and patient-oriented outcomes. Instruction on the selection, implementation, and use of single- and multi-item, general and specific patient-rated outcomes instruments will be given. Details regarding the concepts of measurement properties, including assessment of measurement change, will be provided.
Opportunity to develop an outcomes study through creation of a clinical question in PICO format will be provided and discussion of using practice-based research networks as means to conducting outcomes investigations will occur. The purpose of this course is to provide the athletic trainer with a survey of relevant concepts, tools, and systems of healthcare informatics and technology that may be useful throughout the clinical decision-making process.
An understanding of informatics concepts and skills related to the use of technology has been identified as critical for all modern healthcare professionals. Moreover, informatics and technology provide several distinct advantages to the modern healthcare system, including, but limited to: cost savings; error detection; quality improvement, and; improved patient outcomes.
The thread of innovation is woven throughout the course with particular emphasis on innovation to advance higher education, innovation to advance patient care, and innovation to advance research. This course is designed to promote in-depth interaction between students and faculty to facilitate the development of action plans for leading innovation in athletic health care education, patient care, and research.
Students will prepare a project proposal specific to their work environment to help them develop the knowledge and skills for leading innovations within their own health care facilities and institutions. The Institute faculty consists of leading innovators in athletic health care from across the country that students will have the opportunity to learn with and from. Each faculty member will lead educational sessions in their respective area s of expertise and will serve as small group facilitators.
Students will be mixed throughout the week into three distinct small groups that meet daily, each facilitated by an internal ATSU and external faculty member, to maximize opportunities for extensive interactions with peers and faculty. Study sections will be used at the beginning of each day to stimulate critical thinking and promote dialogue around the theme of the day.
Project groups will meet daily to help students develop their innovative projects for leading and managing environmental change. Reflection groups will meet at the end of each day to discuss the days key points, where students experienced their greatest knowledge gains, how the information can be translated into their work setting, and what new questions may have emerged. An extensive course-reading list will be provided in advance of the face-to-face meeting and students will be required to read all course material prior to the educational sessions.
In addition to the project proposal, readings, and attending the face-to-face sessions, students will be expected to complete a post-Institute assessment. This course will focus on the development and application of graduate level knowledge and skills related to research methods in health sciences. Skills regarding the development of a research proposal, including the identification of a problem, conducting a literature review, developing a hypothesis, designing a study and submitting an Institutional Review Board application are integral components of this course.
This course will focus on development and application of graduate level knowledge and skills related to the use of statistical methodology in health sciences research. Practice-based research represents the last step of the transnational research continuum and is vital to the translation of evidence into routine clinical practice. In brief, practice-based research is conducted by clinicians at the point-of-care, with real patients, and during the usual course of patient care.
To meet its purpose, this course will cover fundamental concepts related to practice-based research including but not limited to the clinician-scientist model, researcher-clinician partnerships, common study designs and statistical approaches, implementation and dissemination of evidence, and practice-based research networks.
Emphasis will be placed on understanding and applying introductory principles of epidemiology, including the concepts of rates eg, rate ratios and rate differences , incidence, proportions, odds ratios and relative risks.
Students will gain experience calculating epidemiology values through class examples and exposure to national databases. Discussion of epidemiology study design eg, cohort vs. Evaluations of the injuries with the highest incidence and their associated risk factors will be discussed.
This course is designed to introduce the athletic trainer to the methods of qualitative research. To effectively do so, it is important to have an understanding of the various strategies to gather this information. This course will cover the basics of qualitative research, methods to collect and analyze qualitative data, and strategies to incorporate qualitative data.
This course is the first in a series of four courses designed to assist you with the development of an applied research project ARP through the stages of reviewing the literature to project dissemination. Understanding the past and current literature around your desired research topic area is crucial to the development of a sound research project. Therefore, the purpose of this course is to provide you with the knowledge and skills to successfully review the literature around your chosen ARP topic and write a focused review of literature, which will serve as a foundational paper for your ARP.
This course is the second in a series of four courses designed to assist you with the development of an applied research project ARP through the stages of reviewing the literature to project dissemination. The purpose of this course is to provide you with the knowledge and skills to develop and present the proposal for your required ARP.
The proposal is crucial for the success of your ARP, as it describes in detail the research questions, hypotheses, and methodological details of your study. During this course you will work closely with your ARP advisor to ensure your ARP proposal is methodologically sound and feasible.
This course is the third in a series of four courses designed to assist you with the development of an applied research project ARP through the stages of reviewing the literature to project dissemination. The purpose of this course is to provide you with the knowledge and skills to continue to finalize your data collection forms and sampling methodology and to successfully complete your data collection as well as properly manage your data.
Additionally, this course will help you to develop and implement an analysis plan for your ARP, based on previous methodological and statistical courses, and write the bulk of your results section so that you will be ready to complete your manuscript and prepare it for dissemination in the next course. This course is the fourth and final course in a series of four courses designed to assist you with the development of an Applied Research Project ARP through the stages of reviewing the literature to project dissemination.
The purpose of this course is to provide the knowledge and skills needed to successfully complete your ARP manuscript, and to identify possible strategies for the dissemination your research findings through means, such as poster and oral presentations or manuscript submission. Orthopaedic basic science concepts involved in clinical assessment, establishment of therapeutic objectives, and selection of therapeutic agents will be addressed.
The histology, morphology, and biomechanics of soft connective tissues, muscle, articular cartilage, and peripheral nerves will be presented. Subsequently, the basic science of tissue healing following injury will be covered. Special focus is placed on the relationships between tissue healing physiology and selection of appropriate therapeutic interventions.
Current topics in soft tissue healing and rehabilitation, including viscosupplementation, graft ligamentization, and biologic treatment techniques will be discussed. This course provides the orthopaedic basic science foundation for discussion of therapeutic techniques in future rehabilitation courses. This course introduces and explores the foundational concepts of structure and function as they relate to fundamental patterns of human movement.
Neuro-developmental progression, motor development, motor learning, and motor control concepts will be presented. Utilizing dynamic systems theory and tensegrity models, factors contributing to movement dysfunction will be identified and techniques for movement assessment will be outlined and discussed. Following the completion of this course, students will be able to demonstrate advanced knowledge and skills in the assessment and diagnosis of movement dysfunction.
This course provides the athletic trainer with advanced knowledge in the rehabilitation of orthopaedic injuries, by utilizing corrective techniques to restore movement patterns and function. Emphasis is placed on integration of tensegrity and dynamic systems models to develop a sequential and progressive rehabilitation program, centered on restoration of movement patterns in fundamental, transitional, and functional postures.
Concepts of mobility, sensorimotor control, movement patterning, and neurodevelopmental progression will be studied. Assisted, active, and reactive techniques for improving mobility, stability, and movement will be taught.
This course provides the athletic trainer with the advanced knowledge on how to bridge the gap from rehabilitation to sport performance. Online Program Format This program is offered entirely online with a combination of synchronous components web conference-based, live class discussions; chat rooms; and video meetings and asynchronous components discussion boards and other assignments that students complete on their own time. These tuition costs apply to the — academic year.
Our Advisors The College of Public Health offers personalized advising services to students in each department. Doctoral students can seek program support from the program director: Jamie Mansell Director of Athletic Training Education Phone : Email: jmansell temple. Student Organizations You can engage with peers and find leadership opportunities in student-led clubs and organizations in the College of Public Health. Additional Program Information Available online.
Visit College Site. View Program Details.
0コメント