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- Title
8887: A Clinical Decision-Making Approach to Delivering Therapeutic Intervention Related Content.
- Authors
Jutte, L. S.; Rosencrum, E. C.
- Abstract
Context: With the transition to the master's degree, athletic training programs are expected to alter their curriculum so that it is not simply a duplication of their undergraduate curriculum at the graduate level. In addition, the 2020 Commission on Accreditation of Athletic Training Education (CAATE) standards stress the importance of a patient-centered and evidence-based curriculum. This transition provides athletic training programs an opportunity to evaluate their curriculum organization and optimize its delivery. Objective: The aim of this presentation is to share how educators may teach therapeutic intervention content in an integrated way that mirrors clinical decision making and stresses patient-oriented care. Background: Traditionally, educators have divided the presentation of therapeutic interventions content between therapeutic modalities and exercise-type courses, stressing the intervention's method of application. However, clinicians make decisions based upon the patient's preferred outcome(s) and current impairment(s)/clinical problem(s), while keeping in mind relevant environmental and personal factors. If educators want to present therapeutic intervention curriculum in a manner that mimics how athletic training students will apply this knowledge, then educators should consider organizing content delivery based upon the clinical problems that therapeutic interventions can address. Course construction and content alignment centered on correcting impairments and addressing clinical problems can offer the educator many pedagogical options for fostering critical thinking and reflective practice needed for autonomous clinical practice. In addition, critical thinking and reflective practice may help meet the 2020 CAATE standards that require a patient-centered and evidence-based curriculum. Description: Two professional-level master's of athletic training programs have adopted an impairment/clinical problem approach to delivering therapeutic intervention content. In our presentation, we will present how these 2 universities have structured their intervention courses based upon addressing patient impairment(s)/clinical problem(s) rather than method of intervention application. Clinical Advantage(s): By organizing therapeutic interventions' content based upon the clinical problems they address, educators may be able to enhance their students' ability to make clinical decisions. It has been the experience of the presenters that encouraging whole, problem-based, patient-centered care is difficult with a traditional content delivery approach; however, a more problem-based approach may offer an opportunity for improving student learning outcomes by better mirroring clinical practice. Conclusion(s): With the recent degree changes and new CAATE standards, athletic training programs can use this opportunity to reorganize the delivery of therapeutic interventions content in a way that is more similar to how clinicians practice; thus, educators can better prepare future athletic trainers to provide evidence-based, patient-centered care.
- Subjects
TEXAS; CONFERENCES &; conventions; DECISION making in clinical medicine; PHYSICAL training &; conditioning; PATIENT-centered care
- Publication
Athletic Training Education Journal (Allen Press Publishing Services Inc.), 2018, Vol 13, Issue 4, p385
- ISSN
1947-380X
- Publication type
Article
- DOI
10.4085/1304377