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California University of Pennsylvania
Guidelines for New Course Proposals
University Course Syllabus
Approved: 3/25/13
Department of Health Science
A.
Protocol
Course Name:
Course Number:
Credits:
Prerequisites:
Research Applications in Athletic Training
ATE 780
3
Must be enrolled in the Graduate Athletic
Training Program
Maximum Class Size: 25 traditional / NA online
B.
Objectives of the Course
Upon completion of this course students will be able to:
1.
Develop evidence base practice guidelines and discuss how guidelines are
implemented and structured.
2.
Critically review the research literature to determine the level of evidence
that exists for a practice (including distinguishing between evidence-based
practice, best practices, and areas with emerging research knowledge).
3.
Translate research, identified in the literature as demonstrating effective
treatment outcomes, into practice principles.
4.
Appraise the importance of using evidence-based practices with patients in
terms of treatment outcomes, political, legislative and legal issues.
5.
Apply the skills needed to develop and revise personal practice models
incorporating evidence from research and experience
6.
Demonstrate the ability to utilize AMA writing style
7.
Identify a problem or issue facing the profession of athletic training how
current research can be used to address this issue
8.
Synthesize the current literature in relation to the identified problem or issue
and formulate a systematic review of the literature.
9.
Formulate a plan to address this issue through additional research,
educational efforts or other appropriate means.
C.
Catalog Description
This course provides students with an understanding of research and it value in the
profession of athletic training. Additionally this course will provide students with an
understanding of evidence based practice as it relates to the practice of athletic training.
Students will examine how practice guidelines are created from systematic reviews of
the literature and outcomes studies. The course will also provide students with an
appreciation of the importance of evidence based practice in maximizing quality of
patient care, seeking out and obtaining reimbursement, and enhancing clinical
competence. Research will also be applied to non-patient care problems and issues
facing the athletic training profession.
D.
Outline of the Course
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
E.
Introduction and course requirements
Evidence based practice – an overview
Locating clinical evidence
a. Web based sources
b. Peer reviewed publications
Evaluating the quality of clinical research
Research methods in evidence based practice
a. Systematic reviews
b. Meta-analyses
c. Injury prevention studies
d. Treatment outcomes
e. Diagnostic testing
Using research to guide clinical practice
Case studies in evidence based practice
Identification of problems and issues facing Athletic Training
a. Clinical issues
b. Legal issues
c. Administrative issues
Writing styles in athletic training
Publishing and presenting research
Teaching Methodology
This class will primarily utilize traditional in class teaching techniques including
lectures, case studies, problem based learning, small group discussions and
brainstorming sessions. Some course content will be delivered using electronic and
online media.
F.
Text
None. Research articles and web sites will be utilized in this course.
G.
Assessment Activities
Class Participation
Mid-Term Exam
Cumulative Evidence Based Medicine Paper/Project
25%
25%
50%
H.
Accommodations for Students with Disabilities
Accommodations for Students with Disabilities
Students with disabilities:
• Reserve the right to decide when to self-identify and when to request accommodations.
• Will register with the Office for Students with Disabilities (OSD) each semester to receive
accommodations.
• Might be required to communicate with faculty for accommodations which specifically
involve the faculty.
• Will present the OSD Accommodation Approval Notice to faculty when requesting
accommodations that involve the faculty.
Requests for approval for reasonable accommodations should be directed to the Office for Students
with Disabilities (OSD). Approved accommodations will be recorded on the OSD
Accommodation Approval notice and provided to the student. Students are expected to adhere to
OSD procedures for self-identifying, providing documentation and requesting accommodations in
a timely manner.
Contact Information:
• Location:
Azorsky Hall – Room 105
• Phone:
(724) 938-5781
• Fax:
(724) 938-4599
• Email:
osdmail@calu.edu
Web Site:
http://www.calu.edu/current-students/student-services/disability/index.htm
I.
Supportive Instructional Materials, e.g. library materials, internet access, etc.
Beattie P, Nelson R. Clinical predictor rules: what are they and what do they tell us?
Australian Journal of Physiotherapy. 2006; 52: 157-163.
Cochrane Manual: http://www.cochrane.org
Cordova ML, et al. Effects of ankle support on lower-extremity functional performance: a
meta-analysis. Med Sci Sports Exerc. 2005; 37: 635-641.
Denegar CR, Fraser M. How useful are physical examination procedures? Understanding and
applying likelihood ratios. J Athl Train. 2006; 41: 201-206.
Evans TA. Outcome measurement in athletic therapy: selecting the appropriate outcomes tool.
Athletic Therapy Today. 2004; 9(6): 15-8.
Gray, J. A. M. (2001). Evidence-based healthcare (2 ed.). New York: Churchill Livingstone.
Grindstaff TL, Hamill RR, Tuzson A, Hertel J. Neuromuscular control training programs
decrease non-contact ACL injury rates in female athletes: a numbers needed to treat analysis.
Journal of Athletic Training. 2006; 41: 450-456.
Hankemeier D, Van Lunen B. Approved Clinical Instructors' Perspectives on Implementation
Strategies in Evidence-Based Practice for Athletic Training Students. Journal Of Athletic
Training [serial online]. November 2011;46(6):655-664.
Hubbard TJ, Denegar CR. Does Cryotherapy Improve Outcomes With Soft Tissue Injury? J
Athl Train. 2004; 39: 278-279.
Hubbard TJ, Aronson SL, Denegar CR. Does Cryotherapy Hasten Return to Participation? A
Systematic Review. J Athl Train. 2004; 39: 88-94.
JAMA. AMA Manual of Style: A Guide for Authors and Editors. 10th ed. New York, NY:
Oxford University Press. 2009.
Jones MH, Amendola AS. Acute treatment of inversion ankle sprains: immobilization versus
functional treatment. Clin Orthop. 2007; 455: 169-172.
Knowles SB, Marshall SW, Guskiewicz KM. Issues in estimating risks and rates in sports
injury research. J Athletic Training. 2006; 41: 207-215.
Malanga GA, Andrus S, Nadler SF, McLean J. Physical examination of the knee: a review of
the original test description and scientific validity of common orthopedic tests. Arch Phys
Med Rehabil. 2003; 84: 592-603.
Manspeaker S, Van Lunen B. Overcoming Barriers to Implementation of Evidence-Based
Practice Concepts in Athletic Training Education: Perceptions of Select Educators. Journal Of
Athletic Training[serial online]. September 2011;46(5):514-522.
Mazerolle S, Ruiz R, Maresh C, et al. Evidence-Based Practice and the Recognition and
Treatment of Exertional Heat Stroke, Part I: A Perspective From the Athletic Training
Educator. Journal Of Athletic Training [serial online]. September 2011;46(5):523-532.
Montori VM, et al. Methodological issues in systematic reviews and meta-analyses. Clin
Orthop. 2003; 413: 43-54.
Olmsted LC, Vela LI, Denegar CR, Hertel J. Prophylactic Ankle Taping and Bracing: A
Numbers-Needed-to-Treat and Cost-Benefit Analysis. J Athl Train. 2004; 39: 95-100.
Oxford Centre for Evidence-Based Medicine: http://www.cebm.net/
Potteiger K, Brown C, Kahanov L. Altering the Athletic Training Curriculum: A Unique
Perspective on Learning Over Time. Athletic Training Education Journal [serial online].
April 2012;7(2):60-69. Available from: SPORTDiscus with Full Text, Ipswich, MA.
Pedro: Physiotherapy Evidence Database:http://www.pedro.fhs.usyd.edu.au/index.html
Rhea MR. Determining the magnitude of treatment effects in strength training research
through the use of the effect size. J Strength Cond Res. 2004; 18: 918-20.
Roberts, A. R., & Yeager, K. R. (Eds.). (2004). Evidence-based practice manual: Research
and outcome measures in health and human services. New York: Oxford University Press.
Straus, S. E., Richardson, W. S., Glasziou, P., & Haynes, R. B. (2005). Evidence-based
medicine: How to practice and teach EBM (3rd ed.). Edinburgh: Churchill Livingstone.
Steves R, Hootman JM. Evidence-Based Medicine: What Is It and How Does It Apply to
Athletic Training? J Athl Train. 2004; 39: 83-87.
Schunemann HJ, Bone L. Evidence-based orthopaedics: a primer. Clin Orthop. 2003; 413:
117-132.
Thacker SB, Gilchrist J, Stroup DF, Kimsey CD. The impact of stretching on sports injury
risk: a systematic review of the literature. Med Sci Sports Exerc. 2004; 36: 371-8.
Guidelines for New Course Proposals
University Course Syllabus
Approved: 3/25/13
Department of Health Science
A.
Protocol
Course Name:
Course Number:
Credits:
Prerequisites:
Research Applications in Athletic Training
ATE 780
3
Must be enrolled in the Graduate Athletic
Training Program
Maximum Class Size: 25 traditional / NA online
B.
Objectives of the Course
Upon completion of this course students will be able to:
1.
Develop evidence base practice guidelines and discuss how guidelines are
implemented and structured.
2.
Critically review the research literature to determine the level of evidence
that exists for a practice (including distinguishing between evidence-based
practice, best practices, and areas with emerging research knowledge).
3.
Translate research, identified in the literature as demonstrating effective
treatment outcomes, into practice principles.
4.
Appraise the importance of using evidence-based practices with patients in
terms of treatment outcomes, political, legislative and legal issues.
5.
Apply the skills needed to develop and revise personal practice models
incorporating evidence from research and experience
6.
Demonstrate the ability to utilize AMA writing style
7.
Identify a problem or issue facing the profession of athletic training how
current research can be used to address this issue
8.
Synthesize the current literature in relation to the identified problem or issue
and formulate a systematic review of the literature.
9.
Formulate a plan to address this issue through additional research,
educational efforts or other appropriate means.
C.
Catalog Description
This course provides students with an understanding of research and it value in the
profession of athletic training. Additionally this course will provide students with an
understanding of evidence based practice as it relates to the practice of athletic training.
Students will examine how practice guidelines are created from systematic reviews of
the literature and outcomes studies. The course will also provide students with an
appreciation of the importance of evidence based practice in maximizing quality of
patient care, seeking out and obtaining reimbursement, and enhancing clinical
competence. Research will also be applied to non-patient care problems and issues
facing the athletic training profession.
D.
Outline of the Course
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
E.
Introduction and course requirements
Evidence based practice – an overview
Locating clinical evidence
a. Web based sources
b. Peer reviewed publications
Evaluating the quality of clinical research
Research methods in evidence based practice
a. Systematic reviews
b. Meta-analyses
c. Injury prevention studies
d. Treatment outcomes
e. Diagnostic testing
Using research to guide clinical practice
Case studies in evidence based practice
Identification of problems and issues facing Athletic Training
a. Clinical issues
b. Legal issues
c. Administrative issues
Writing styles in athletic training
Publishing and presenting research
Teaching Methodology
This class will primarily utilize traditional in class teaching techniques including
lectures, case studies, problem based learning, small group discussions and
brainstorming sessions. Some course content will be delivered using electronic and
online media.
F.
Text
None. Research articles and web sites will be utilized in this course.
G.
Assessment Activities
Class Participation
Mid-Term Exam
Cumulative Evidence Based Medicine Paper/Project
25%
25%
50%
H.
Accommodations for Students with Disabilities
Accommodations for Students with Disabilities
Students with disabilities:
• Reserve the right to decide when to self-identify and when to request accommodations.
• Will register with the Office for Students with Disabilities (OSD) each semester to receive
accommodations.
• Might be required to communicate with faculty for accommodations which specifically
involve the faculty.
• Will present the OSD Accommodation Approval Notice to faculty when requesting
accommodations that involve the faculty.
Requests for approval for reasonable accommodations should be directed to the Office for Students
with Disabilities (OSD). Approved accommodations will be recorded on the OSD
Accommodation Approval notice and provided to the student. Students are expected to adhere to
OSD procedures for self-identifying, providing documentation and requesting accommodations in
a timely manner.
Contact Information:
• Location:
Azorsky Hall – Room 105
• Phone:
(724) 938-5781
• Fax:
(724) 938-4599
• Email:
osdmail@calu.edu
Web Site:
http://www.calu.edu/current-students/student-services/disability/index.htm
I.
Supportive Instructional Materials, e.g. library materials, internet access, etc.
Beattie P, Nelson R. Clinical predictor rules: what are they and what do they tell us?
Australian Journal of Physiotherapy. 2006; 52: 157-163.
Cochrane Manual: http://www.cochrane.org
Cordova ML, et al. Effects of ankle support on lower-extremity functional performance: a
meta-analysis. Med Sci Sports Exerc. 2005; 37: 635-641.
Denegar CR, Fraser M. How useful are physical examination procedures? Understanding and
applying likelihood ratios. J Athl Train. 2006; 41: 201-206.
Evans TA. Outcome measurement in athletic therapy: selecting the appropriate outcomes tool.
Athletic Therapy Today. 2004; 9(6): 15-8.
Gray, J. A. M. (2001). Evidence-based healthcare (2 ed.). New York: Churchill Livingstone.
Grindstaff TL, Hamill RR, Tuzson A, Hertel J. Neuromuscular control training programs
decrease non-contact ACL injury rates in female athletes: a numbers needed to treat analysis.
Journal of Athletic Training. 2006; 41: 450-456.
Hankemeier D, Van Lunen B. Approved Clinical Instructors' Perspectives on Implementation
Strategies in Evidence-Based Practice for Athletic Training Students. Journal Of Athletic
Training [serial online]. November 2011;46(6):655-664.
Hubbard TJ, Denegar CR. Does Cryotherapy Improve Outcomes With Soft Tissue Injury? J
Athl Train. 2004; 39: 278-279.
Hubbard TJ, Aronson SL, Denegar CR. Does Cryotherapy Hasten Return to Participation? A
Systematic Review. J Athl Train. 2004; 39: 88-94.
JAMA. AMA Manual of Style: A Guide for Authors and Editors. 10th ed. New York, NY:
Oxford University Press. 2009.
Jones MH, Amendola AS. Acute treatment of inversion ankle sprains: immobilization versus
functional treatment. Clin Orthop. 2007; 455: 169-172.
Knowles SB, Marshall SW, Guskiewicz KM. Issues in estimating risks and rates in sports
injury research. J Athletic Training. 2006; 41: 207-215.
Malanga GA, Andrus S, Nadler SF, McLean J. Physical examination of the knee: a review of
the original test description and scientific validity of common orthopedic tests. Arch Phys
Med Rehabil. 2003; 84: 592-603.
Manspeaker S, Van Lunen B. Overcoming Barriers to Implementation of Evidence-Based
Practice Concepts in Athletic Training Education: Perceptions of Select Educators. Journal Of
Athletic Training[serial online]. September 2011;46(5):514-522.
Mazerolle S, Ruiz R, Maresh C, et al. Evidence-Based Practice and the Recognition and
Treatment of Exertional Heat Stroke, Part I: A Perspective From the Athletic Training
Educator. Journal Of Athletic Training [serial online]. September 2011;46(5):523-532.
Montori VM, et al. Methodological issues in systematic reviews and meta-analyses. Clin
Orthop. 2003; 413: 43-54.
Olmsted LC, Vela LI, Denegar CR, Hertel J. Prophylactic Ankle Taping and Bracing: A
Numbers-Needed-to-Treat and Cost-Benefit Analysis. J Athl Train. 2004; 39: 95-100.
Oxford Centre for Evidence-Based Medicine: http://www.cebm.net/
Potteiger K, Brown C, Kahanov L. Altering the Athletic Training Curriculum: A Unique
Perspective on Learning Over Time. Athletic Training Education Journal [serial online].
April 2012;7(2):60-69. Available from: SPORTDiscus with Full Text, Ipswich, MA.
Pedro: Physiotherapy Evidence Database:http://www.pedro.fhs.usyd.edu.au/index.html
Rhea MR. Determining the magnitude of treatment effects in strength training research
through the use of the effect size. J Strength Cond Res. 2004; 18: 918-20.
Roberts, A. R., & Yeager, K. R. (Eds.). (2004). Evidence-based practice manual: Research
and outcome measures in health and human services. New York: Oxford University Press.
Straus, S. E., Richardson, W. S., Glasziou, P., & Haynes, R. B. (2005). Evidence-based
medicine: How to practice and teach EBM (3rd ed.). Edinburgh: Churchill Livingstone.
Steves R, Hootman JM. Evidence-Based Medicine: What Is It and How Does It Apply to
Athletic Training? J Athl Train. 2004; 39: 83-87.
Schunemann HJ, Bone L. Evidence-based orthopaedics: a primer. Clin Orthop. 2003; 413:
117-132.
Thacker SB, Gilchrist J, Stroup DF, Kimsey CD. The impact of stretching on sports injury
risk: a systematic review of the literature. Med Sci Sports Exerc. 2004; 36: 371-8.