2018 EATA Educators Conference Gardner On-site Registration will be available for the Educators Conference if not sold out.

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1 2018 EATA Educators Conference Gardner On-site Registration will be available for the Educators Conference if not sold out. Lecture #1 11:00-11:55am 2018 EATA Educators Conference Keynote Address Dr. Kathryn Meredith Atkins LUNCH 12:00pm 12:45pm Lecture #2 12:45pm-1:30pm Competency Based-Learning and Assessment in Athletic Training Education: A Four Year Review Stephen Straub, PhD, ATC Meaghan Lewis, MA, ATC Context: Competency based education (CBE) is a framework for designing and implementing education that focuses on the desired performance characteristics of health care professionals. A competency is an ability or skill, whereas proficiency, is the advancement in skill or knowledge. Although competence has always been the implicit goal of more traditional educational frameworks, CBE makes this explicit by establishing observable and measurable performance metrics that learners must attain to be deemed competent. One of the main learning objectives of athletic training education is clinical reasoning. In order to assess clinical reasoning, we need an operational definition in both the classroom and clinical setting and the ability to assess across phases of clinical education. One shortcoming to clinical assessment is an inadequate volume of injuries per clinical experience to provide authentic assessments of clinical proficiency. Technology provides a platform for managing the learning environment whereby new methods of assessment for measuring achievement and clinical readiness can be utilized. We have developed thirty-seven clinical proficiency assessments in conjunction with mentoring that have provided a structured and integrated means to measure competency, proficiency, and clinical reasoning in an undergraduate athletic training education program. We present four years of programmatic data validating student proficiency and clinical performance as indicators of clinical readiness. 1. Critique pros and cons of the use of a common rubric across assessment types and time points. 2. Evaluate the advantage of a technology platform for student assessments. 3. Contrast the outcomes of proficiency assessments and clinical performance assessments.

2 Lecture #3 1:30pm-2:15pm Curriculum 3.0: Fostering Clinical Capabilities & Expertise in Athletic Training with an Integrated, Evidence-Informed 3 Pillars+ Curriculum Model Paul Geisler, EdD, ATC Patrick McKeon, PhD, ATC, CSCS Jennifer McKeon, PhD, ATC, CSCS Context: Curriculum is more than a scope and sequence document, and should include a concerted philosophy, direct specific learning outcomes, be consistent with mission and vision, and defined by clearly articulated instructional approaches. Objective: To present an integrated, evidence-informed and tested model for curriculum design intended to advance clinical capabilities and expertise. Background: Curricular design has long focused on taxonomies of skill and knowledge intended to frame entry-level preparation, rather than the development of expertise. Description: Our 3 Pillars+ Curriculum represents an integrated plan inclusive of, a) transfer/encapsulation of basic science knowledge, b) mastery of biomedical sciences and c) specialized clinical science knowledge, all relevant to athletic training practice. These interconnected layers are actualized via evidence-informed andragogical approaches that promote expert thinking and clinical capabilities. Clinical Advantage(s): Clinical capabilities represent the chaotic and contextually relevant application of competencies required of clinicians in real time. The 3 Pillars+ develops expert practitioner traits like reflection, life-long learning, deliberate practice, knowledge construction, forward reasoning, problem solving flexibility, and adaptability. Conclusion(s): An interrelated and evidence-informed curriculum that addresses the development of clinical expertise is germane to athletic training educators charged with preparing future healthcare practitioners. 1. Define the concepts of knowledge encapsulation and transfer as they relate to the integration of the basic and clinical sciences in athletic training professional education, with specific considerations for teaching, learning and curricular design. 2. Recognize and synthesize the basic tenets and habits of medical cognition and expertise in order to apply them to the education of athletic trainers and the clinical practice of athletic training. 3. Articulate and expound upon the notions of Entrustable Professional Activities and Clinical Capabilities and be able to operationally apply them to athletic training education and the development of professional expertise in the field. 4. Recognize that curriculum construction is organic, multifactorial and interdependent, and that sound, evidence-based curricular programming requires an explicit androgogical approach that is specifically intended to produce or advance clinical expertise in athletic training. Lecture #4 2:15pm-3:00pm

3 Incorporating a Research Component into a Professional Athletic Training Curriculum Vicci Hill-Lombardi, EdD, ATC As Athletic Training professional degree programs begin to transition towards the Master s level, there is the question of whether the inclusion of a research requirement is warranted. Traditionally, master s degree programs are viewed as either course/instructed-based or research-based. Providing that the evidence based-practice competencies are being met and the foundational behaviors of advancing knowledge are present and assessed throughout the curriculum, the course/instructed option is adequate. However, in order to provide the foundations for Athletic Training students to become lifelong learners and better consumers of peer-reviewed literature, programs may choose to integrate a stronger research component. Options for incorporation of a research component can include the traditional thesis route, individual and group research projects, or threading research throughout the curriculum. Outcome measures of each of these options is varied and can be adjusted to the individual program s curricular needs and opportunities. The purpose of this presentation is to discuss the various options and explore the feasibility of each. Several examples of the options will be presented. Decisions regarding the extent to which research is included within each individual curriculum must be based upon a number of factors, including faculty numbers and workload, faculty expertise, curriculum restrictions, and facility availability. 1. Describe the various options for including research within Master s degree programs 2. Identify the curricular needs and opportunities of their individual program regarding a research component 3. Determine how to teach the Athletic Training Student to be a consumer of literature and foster lifelong learning with the professional program. 4. Choose the most appropriate research component option based upon factors such as faculty numbers and expertise, workload, curriculum restrictions, and facility availability Lecture #5 3:00pm-4:00pm Professional Development & Peer to Peer Sessions (Attendees Select One) 1. CCE Session (Chad Clements, MS, ATC) Room: Beacon D 2. Young Educators Session (Jessica Barrett, MS, ATC & Stephanie Mazerolle, PhD, ATC) Room: Beacon E 3. Program Administrators (Paul Geisler, EdD, ATC) Room: Gardner

4 Session #6 4:00pm-5:00pm CAATE Update LesLee Taylor, PhD, LAT, ATC Micki Cuppett, EdD, ATC Lecture #7 5:00pm-6:00pm Clinical Integration of Evidence Based Practice Assignments Leslie Rippon, MS, ATC Many athletic trainers have not been formally educated in a) what constitutes EBP or b) how to incorporate it into clinical practice. As a result, students are predominately exposed to the skills of EBP in the classroom. Educators should seek to incorporate clinically relevant EBP assignments that require the student to use the skills of EBP in their clinical practice, to increase knowledge translation. Introducing practical ways for students to utilize the skills of EBP will aid in increasing subject competency and increasing knowledge utilization, which will in turn start to create a paradigm shift for EBP to be used in clinical practice (Welch, et al. 2014). Educators and clinical preceptors consider the education to clinic gap as a barrier to EBP implementation (Manspeaker, et. al. 2011). Standalone teaching improves knowledge of EBP but integrated teaching actually affects attitudes and behaviors (Coomarasamy, et al 2007). A recent study examining the effects of the web based EBP modules and their impact on clinical practice indicates that the modules have no impact on clinical practice. Subjects often felt that the web-based modules were academic in nature, but not clinically relevant (Welch, et al. 2014). Educational content that is not relevant to daily practice is unlikely to be assimilated into daily clinical practice. Learners must be able to see relevance to the real world (Fineout-Overholt, et al. 2010). Therefore, EBP assignments must be presented to students in a more practical manner that demonstrates and models how the concepts can be integrated into actual practice. This presentation will focus on creating and integrating clinically relevant EBP assignments into current curriculums. 1. Integrate clinically relevant EBP assignment throughout their current curriculum. 2. Design student assignments for the creation of a well-built clinical question and search for evidence based on actual patients seen in the clinical components of their coursework. 3. Design assignments for the students to identify impairments and functional limitations using the disablement model on actual patients being treated. 4. Create assignments for the students to utilize patient based outcome measures on actual patients and identify impairments and functional limitations based off patient responses.

5 Lecture #8 6:00pm-7:00pm Athletic Training Students Perception and Knowledge of EBP Following Flipped/Traditional Instructional Methods Lindsey Keenan, PhD, LAT, ATC Daniel Baer, MS, LAT, ATC The purpose of this presentation is to highlight the effectiveness of hybrid instructional methods in teaching evidence-based practice (EBP) to athletic training students. Previous research has shown positive effects of flipped and online instructional methods in healthrelated fields; however, research on effective methods for teaching EBP to athletic training students is extremely limited. In the present study, athletic training students were assigned to either a flipped or traditional instruction group for the first day of instruction of EBP. On the second day of instruction, both groups subsequently engaged in face-to-face activelearning. We utilized pre-test post-test methods to evaluate student learning outcomes regarding EBP using flipped versus traditional instructional methods. Additionally, we assessed perceptions of instructional methods post-test, along with attitudes and perceptions of the use of EBP in clinical practice. Results revealed no significant difference in knowledge of EBP, perceptions of EBP, or perceptions of instructional methods between the two groups; however, knowledge of EBP significantly increased post-test in both flipped and traditional instruction groups. Based on these findings, we conclude that traditional and flipped methods are equally effective in enhancing EBP knowledge, while including the use of active learning in both formats. 1. Summarize existing literature related to teaching Evidence Based Practice 2. List the advantages, disadvantages, and challenges related to implementing a flipped classroom format in athletic training education 3. Apply unique strategies for teaching in a hybrid/flipped format