2020 E-Symposium
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VIDEO OPTIONS



#1

Covid-19: Using the Failure Mode  Effects Analysis (FMEA) as a Planning Tool

1.0 CEU

Andrew N. Massey, MAT, ATC
& Sara M. Massey, CFRE

Preview: The traditional method of post-event review (post-mortem) analyzes what occurred in a specific situation to make corrective improvements to ensure better outcomes in the future and contributes to the growing body of consensus guidelines and recommendations. This session will present the Failure Mode and Effects Analysis from the project management discipline to work backwards, pre-mortem, to identify risks in the planning for return to sport after the Covid-19 hiatus. The use of this tool will provide the practitioner with a valuable technique to consider in the delivery of care and improve the outcome for all stakeholders in the return to sport.

Learning Objectives: At the conclusion of this program, the participant will be able to: 1) Explain risks of failure in our return to sports using the FMEA tool. 2) Rate the risk reduction strategies identified when using the FMEA tool. 3) Create a communications tool for stakeholders that identifies risk and reduction strategies in planning for a return to sports after the Covid-19 hiatus.

#2

Openly Teaching Closed Reductions of the Shoulder, Finger, and Patella


1.0 CEU


Cynthia Wright, PhD, ATC

Preview: The purpose of this session is to equip certified athletic trainers with a basic foundation, research evidence, and practical application related to reduction of the shoulder, finger and patella.  Joint reductions are part of the new 2020 educational standards, however most certified athletic trainers have not received formal training on joint reduction techniques. This presentation aims to partially fill that gap. If you hold a DHEC credential from South Carolina, you are eligible to earn 1 DHEC credit after participating in this course.

Learning Objective: At the conclusion of this program, the participant will be able to: 1. Identify common closed joint reduction techniques for the glenohumeral, interphalangeal and patellofemoral joint. 2. Compare and contrast common closed joint reduction techniques utilizing evidence from the research literature. 3. Demonstrate mock closed joint reduction techniques.

#3

Implementation of External Focus of Attention in Assessment and Rehabilitation

0.75 CEU

Danielle M. Torp, MS, ATC
& Luke Donovan, PhD, ATC

Preview: Musculoskeletal injuries lead to sensorimotor adaptations which produce abnormal motor outputs during activity. Motor learning theory suggest external biofeedback, which directs the attention of movement away from one’s self (internal biofeedback) and into the context of the environment, provokes retention and transfer of new or relearned skills better than internal biofeedback (i.e. mirrors, videos). External focus of attention can be implemented using easily accessible and affordable tools, such as a crossline laser or auditory instrument. These tools can assist clinicians during interventions targeting altered biomechanics after musculoskeletal joint injuries to retrain a motor pattern and unconstrain the sensorimotor system.

Learning Objectives: At the conclusion of this program, the participant will be able to: 1. Discuss differences between internal and external focus of attention feedback. 2. Apply external focus of attention as an assessment tool.


#4

Heat Vulnerability and Safety in Athletic Activities: A Web-Based Tool to Forecast Wet Bulb Globe Temperature

1.0 CEU

Dr. Charles (Chip) Konrad

Preview: Athletes who engage in exertional outdoor activities during the warm season are vulnerable to heat illness, a disease that is entirely preventable when proper precautions are taken. The National Weather Service (NWS) currently utilizes the heat index as a measure of heat stress, issuing heat advisories and warnings when the index exceeds specified thresholds.  Heat index, however, only accounts for the effects of air temperature and humidity on heat stress. In addition to these variables, wet bulb globe temperature (WBGT) incorporates the effects of wind speed and solar radiation on heat stress.  Consequently, an increasing number of state high school athletic associations are requiring the measurement of WBGT over athletic practice surfaces, such as turf, asphalt tennis courts, etc.  Unfortunately, there is limited WBGT monitoring due to a lack of WBGT devices at weather stations and challenges in accurately estimating WBGT from standard meteorological variables. To address this need, the NOAA Southeast Regional Climate Center (SERCC) has partnered with the Carolinas Integrated Science and Assessments (CISA) program and the North Carolina State Climate Office to develop a web-based tool for forecasting WBGT across the Southeastern US. The publicly accessible tool provides hourly estimates of WBGT in a time series format using an algorithm that inputs meteorological variables from digital data maintained by the National Weather Service. In this session, we will describe the tool and how to use it; we will also discuss how WBGT typically varies across school campuses and different practice surfaces.       

Learning Objectives:     At the conclusion of this program, the participant will be able to: 1. Explain the need to monitor WBGT. 2. Interpret the online WBGT tool. 3. Compare times and surfaces for outdoor athletics.

#5

Patient Assessment During Dynamic Functional Movements



1.0 CEU


Justin Goins, PhD, SCAT, ATC, CSCS, USAW

Preview: The risk of injury in athletes and the general population is increased due to inappropriate movement patterns; reduced flexibility, mobility, and stability; and muscle imbalances.  The purpose of this course is to provide some quick multi-joint screening options to assess how a patient moves and what corrections can possibly help reduce the risk of future injury.

Learning Objectives: At the conclusion of this program, the participant will be able to: 1. Demonstrate what a pre-training screening includes and how it can affect the impending exercise prescription. 2. Demonstrate the skills needed to assess an athlete and select and administer the appropriate fitness test. 3. Develop an appropriate plan to help reduce the risk of injury.   

#6

Developing the Kind of Leadership Needed to Navigate the Complexity of Healthcare


0.75 CEU

Matt Kutz, PhD, ATC

Preview: Leadership is NOT management. Today's healthcare landscape requires adaptive and responsive leadership! Organizations and their people are experiencing an unprecedented pace of change and volatility. This reality requires re-conceptualizing leadership. AT's need new leadership tools. Tools that help participants think holistically about their experiences and biases; and describes how context (in all its facets) is a major determinant of leadership behavior but is often a neglected concept in leadership dialogue. 

Learning Objectives: At the conclusion of this program, the participant will be able to: 1. Describe why diagnosing one's context is so important to leading in turbulent times. 2. Summarize how context creates differences between generations in the workplace. 3. Use chaos and complexity as meaningful contributors to success.


#7

District Lecture Series: The
Athletic Trainer's Duty to Report


1.0 CEU

Michael Porters, MAT, ATC
&
D. Rod Walters II, DA, ATC

Preview: This presentation will provide information and guidance on athletic trainers’ duty to report. The options and potential consequences of reporting will be discussed, and the process of reporting will be presented along with how the investigation is performed. A study of disciplinary actions in District 4 will be used to show the impact of reporting ethical violations.  Case studies will be presented along with a framework to assist in decision-making.   

Learning Objective: At the conclusion of this program, the participant will be able to: 1. Explain ethical considerations in decision-making. 2. Discuss options and consequences of reporting a colleague. 3. Explain the importance of reporting, what actions are reportable, and how to report.

#8

Integration of Evidence-Based Medicine for the Prevention, Recognition, Management and Care of Exertional Heat Stroke

1.25 CEU

William Adams, PhD, LAT, ATC

Preview: Exertional heat stroke (EHS) remains one of the leading causes of sudden death in sport. While evidence supports that the utilization best practices lends a 100% survival rate, the overall adoption of these practices among athletic trainers remains low. The purpose of this presentation is to discuss the current best practices for the management and care of EHS and identify the gaps in which these best practices are not being utilized. This presentation will also provide attendees hands-on training on techniques associated with proper recognition and treatment of EHS.

Learning Objective: At the conclusion of this program, the participant will be able to: 1. Apply the knowledge they have obtained on EHS management and care into their clinical practice. 2. Explain the current evidence related to the prevention, recognition, treatment and return to activity following exertional heat stroke. 3. Use the skills they have obtained to differentiate exertional heat stroke from other life-threatening conditions.

#9

Emergency Preparedness for Mental Health Conditions


1.0 CEU


Zachary K. Winkelmann, PhD, SCAT, ATC

Preview: In the United States, one in five adults will be diagnosed with a mental health condition such as depression, anxiety, or suicidal ideation. Specifically, suicide is the second leading cause of death for people 15 to 24 years old which is the largest patient demographic in athletic training. Mental health emergencies require preparedness for the athletic trainer to competently identify, refer, and provide support for the patient. This presentation will include an overview of mental health conditions and practical tips related to identifying and referring patients with an emphasis on an emergency action plans and policy development for mental health.      

Learning Objectives: At the conclusion of this program, the participant will be able to: 1. Review common mental health conditions including signs, symptoms, and risk factors. 2. Design a policy for mental health screening and create an emergency action plan for mental health emergencies and crises. 3. Describe the communication and support procedures for evidence-based preparedness for mental health emergencies. 


#10

Demystification of the Committee
on Professional Ethics Process
 


1.0 CEU

Suzanne Konz, PhD, ATC, CSCS
& Zach Garrett, DHSc, ATC

Preview: The purpose of the Committee on Professional Ethics (COPE) is to ensure enforcement of the NATA Code of Ethics, educates the membership on ethical practice, and ascertains that the Membership Standards, Eligibility Requirements, and Membership Sanctions and Procedures are up-to-date and not in conflict with federal or state laws, rules and regulations or NATA policy. The committee primarily investigates suspected ethics complaints. The process that COPE uses to investigate suspected violations has been updated. The presentation will inform members of the changes to the investigation process as well as cover a member’s duty to report.  

Learning Objectives:    At the conclusion of this program, the participant will be able to: 1. Explain the role of the Committee on Professional Ethics in investigating reported NATA Code of Ethics violations. 2. Explain the process used by the Committee on Professional Ethics when investigating reported NATA Code of Ethics violations. 3. Explain the duty of each athletic trainer to report violations to COPE along with the BOC and state regulatory organizations. 

#11

District Lecture Series: Best Practices of Appropriate Medical Care in Secondary Schools

1.25 CEU


Bart C. Peterson, MSS, AT
& Larry Cooper, LAT, AT

Preview: The National Athletic Trainers Association created a task force in 2017 to revise and update the 2003 “Appropriate Medical Care for the Secondary School-Aged Athlete” consensus statement.  A detailed review of the document identified a large amount of related research that was assimilated.  Based on this new research, the previous document was revised to reflect current research, language, and current practices.  The newly approved document has been expanded to 12 standards with associated sub-standards.  These standards clearly identify specific areas where organizations should focus their resources and energy to provide best practices for athletic health care to their secondary school-aged athletes. In addition, an online tool based on these standards was developed to assist the organization assess and identify gaps in services.  Additionally, in areas where gaps are acknowledged, users will be able to access resources and references that the athletic trainer and organization can use to update their provision of appropriate medical care.  Attendees in this session will gain a greater understanding of how to develop an evidence-based medical delivery system for any organization which sponsors athletics and sports for the secondary school-age athlete.

Learning Objectives: At the conclusion of this program, the participant will be able to: 1. Distinguish the 12 standards and sub-standards identified in this process. 2. Analyze and apply the potential uses of the tool in the evaluation of their organization’s current status. 3. Recommend changes to the medical care they provide to secondary school-aged athletes.

#12

Common Pediatric Fractures

1.0 CEU


Sara Pittelkau, MA, LAT, ATC


Preview:
Radiographically, pediatric bony anatomy appears unlike adults/those who are skeletally mature.  Fractures in the pediatric demographic commonly present differently than in adults, as they can involve the physis.  This presentation identifies common pediatric fractures and their treatment options.

Learning Objectives: At the conclusion of this program, the participant will be able to: 1. Identify common types of pediatric fractures on x-rays. 2. Discuss fracture treatment options.

                                                               
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