Department of Kinesiology
ATR 388: Assessment of Head, Spine and Upper Extr emity Pat hology
Fall, 2011
Professor:
Office:
Office hrs:
Office Phone:
Email:
Jeff Sullivan, PhD, ATC
Kinesiology Offices
MW 7:30-8:30, 10:30-11, 12-2pm
849-2629
jeffsullivan@pointloma.edu
Course Description
This course equips students to implement the systematic application of the S.O.A.P. method of
assessment. Specific injuries of the axial skeleton, central nervous system, thorax, abdomen
and upper extremity will be studied. Clinical role-playing in the lab setting will allow students to
practice and master injury/illness examination through the use of the differential diagnosis
process.
Course Aim
This course aims to provide you with in-depth study and eventual mastery of the knowledge and
skills you will need as a health professional to assess injuries to the:
Pelvis/SI Joint
Spine (cervical, thoracic, lumbar and sacral)
Thorax and Abdomen
Shoulder
Elbow
Wrist, Hand & Fingers
In the process, you will develop an emerging mastery of the Educational Competencies of the
NATA’s Educational Council (See Appendix D for details on these Competencies in preparation for
the Board of Certification Examination for Athletic Trainers)
Through class lectures, course readings and the textbook, you will be asked to engage in the critical
process of differential diagnosis while conducting orthopedic assessments for the above joints. Most
classes will be in a lecture format in order to enable us to cover the wide expanse of material
represented by the Educational Competencies. Nevertheless, we will also use segments of class
meetings to discuss issues raised in lectures and readings, to check for learning through online polling
and 1-minute reflection papers, as well as to bring to life the assessment process through real and
simulated case studies. We will utilize the lab setting to refine your clinical assessment skills using your
colleagues as patients. This course is technology-enhanced in the sense that we will use eClass
extensively for lecture notes, peer-reviewed journal readings, group discussion boards, journaling, and
for the creation of wikis. The aim is to promote more active engagement on your part with the course
material. My goal in taking this approach is for you to take ownership of your learning, to actively seek
knowledge and develop the “clinical mind”, and to avoid the passivity that can often characterize
students’ behavior in a strictly lecture class. You are becoming health care professionals,
To be successful in this course, you must always take the mindset of actively synthesizing information
presented in lecture and lab and applying it to the clinical setting. Specifically, this means that studying
for quizzes and tests should involve reviewing and integrating the essential ideas by asking the “Why?”
and “So what does this mean?” questions. Where possible, we will do activities in class or have study
sessions to improve your retention. Graded assignments (e.g., tests, quizzes, assessment outlines and
review of literature paper) will be used to help you identify, recall, synthesize and apply the key
concepts in orthopedic assessment of the upper extremity.
Course Learning Outcomes
Upon completing this course, you should be able to:
Utilize and master the components of the orthopedic examination process (i.e., perform a thorough
History, Inspect, Palpate, and utilize Special Tests) to determine the presence of physical
problems in patients.
Discover and execute the process of differential diagnosis, which involves determining which
pathology—from among a variety of possible conditions—is the probable cause of an individual’s
symptoms.
Note: Students will create algorithms involving specific pathologies, and will edit and
refine the work of their colleagues in this process.
Describe and appraise the etiology, symptoms, signs and management of upper extremity injuries.
Research, summarize and critique contemporary literature on the evaluation and management of
potentially catastrophic injuries to the cervical spine and brain.
Through laboratory sessions, practice and become proficient in the clinical evaluation of upper
extremity posture, flexibility, neurological status and muscular strength.
Textbooks
Required:
Title
Examination of Orthopedic and Athletic Injuries
Author
ISBN
Publisher
Publication Date
Chad Starkey; Sara D. Brown; Jeff Ryan
978-0-8036-1720-9
F. A. Davis Company
September 1, 2009
Price
$84.95, $43 online
Title
Special Tests for Orthopedic Examination
Author
Jeff G. Konin; Holly Brader; Jerome A. Isear; Denise L. Wiksten
ISBN
ISBN 978-1-55642-741-1
Publisher
SLACK, Inc
Publication Date
January 28, 2006
Price
$47.95
Optional:
Hoppenfeld S. Physical Examination of the Spine and Extremities. Norwalk: Connecticut: Appleton & Lange.
2
Academic Accommodations
While all students are expected to meet the minimum academic standards for completion of this course
as established by the instructor, students with disabilities may require academic accommodations. At
Point Loma Nazarene University, students requesting academic accommodations must file
documentation with the Disability Resource Center (DRC), located in the Bond Academic Center. Once
the student files documentation, the Disability Resource Center will contact the student’s instructors and
provide written recommendations for reasonable and appropriate accommodations to meet the individual
needs of the student. See Academic Policies in the undergrad student catalog.
*This policy assists the University in its commitment to full compliance with Section 504 of the Rehabilitation Act of 1973, the
Americans with Disabilities (ADA) Act of 1990, and ADA Amendments Act of 2008, all of which prohibit discrimination against
students with disabilities and guarantees all qualified students equal access to and benefits of PLNU programs and activities.
Course Requirements*
*Please Note: The PLNU Catalog states that 1 semester unit represents an hour of class per week, and 2 hours of
preparation are normal for each hour of class. Therefore, if you spend about 6 hrs per week outside of class in
preparation, you will significantly increase your chances of doing well!
Discussion Board
We will utilize the Discussion Board feature of eclass to expand upon topics raised during class
and from your reading of the textbook and outside journals. You will have the opportunity, via the
Discussion Boards, to interact with your fellow students and with me and to discuss topics of interest to
you. You are invited to become engaged with others in this class as you debate issues raised in the
questions, examine and analyze case studies related to the content, and respond to the comments of your
classmates. In the process, my hope is that you will refine each other, acting as colleagues to improve
learning.
For each Discussion Board topic, you will be required to post one response of your own and also
at times to post a reply to a classmate’s response. Thus, you must respond at least once and sometimes
twice to each Discussion Board topic on eclass. Your response to a classmate’s post may include one or
more of the following:
Ask a probing question
Share an insight from having read your classmate’s post
Offer and provide evidence to support an opinion
Validate a classmate’s idea with reference to your own experiences
Make a suggestion for improvement
Expand on your classmate’s post.
To receive full credit for your participation, your posts must also be made in a timely way. Specifically,
this means that you must post a response during the week after we first encounter a new topic or your
colleagues post an assignment. So, for instance, if a colleague posts an assignment on the Shoulder on
November 1st , then you will need to make your posts on the Discussion Board topic by November 8th
in order to receive full credit.
I will review the input that you have given to these Discussion Boards and will award up to 3 points for
each Discussion Board posting that you have made. The provision of 3 points for your posting will be
3
based on the quality of your post. The maximum points available for Discussion Board participation is
30 points. I will also post these instructions with some ground rules on eclass.
Polling Questions During Class
During many weeks of class, I will present polling questions. Most often, we will use questions to
review previous lecture content or current content on-the-fly. I will also build in conceptual and
application review questions into the sessions. These questions and your answers will help us to know if
you are learning the material. These questions will also give you a good sense of the sorts of multiple
choice items that will appear on the tests.
EvaluationTutorials: Manual muscle testing and special tests
You will be asked to partner with two colleagues to produce a tutorial video of Manual Muscle Testing
and Special Tests to evaluate one of the joints below. You will share your video or tutorial with your
colleagues for their constructive feedback. You will each also comment on the other 3 tutorials via
Discussion Board on eclass. The tutorial should discuss:
10 of the most common special tests used to evaluate the joint that you select
Specific direction on patient positioning, direction of testing, S/S of a positive test, and pathology
that each test rules out
Wherever possible, comment on the reliability, sensitivity, specificity and predictive ability of the
special tests that you choose (your colleagues should have a sense about which are the most
valuable tests to choose when conducting a differential evaluation)
This is a helpful YouTube channel for your review: http://www.youtube.com/user/bigesor
Please choose 1 joint below. Remember, you will each also comment on the other 3 tutorials via
Discussion Board on eclass.
Lumbar Spine
S.I. joint
Shoulder & Scapula
Elbow & Wrist
Brachial Plexus
Quizzes
Quizzes will be accomplished through various forms: (iPad anatomy app, partner quiz, online quiz, midclass session polling, etc) and through take-home assignments.
Producing a Public Service Announcement:
“Best Practices in Managing Concussions in Sports:
What you should know about Mild Traumatic Brain Injury”
MTBI is the most publicized injury in sports today. The classification, etiology, assessment and
treatment of concussion in sports is currently being studied at an extremely rapid pace, with various
organizations either changing their rules or considering such changes. It is essential that Athletic
Trainers stay at the forefront of the most current evidence. This assignment is intended for you to
create a public service announcement that effectively summarizes and communicates to a target
audience the evaluation, classification, and treatment guidelines for MTBI. Return to play criteria that
will insure patient safety should also be discussed. You may use powerpoint (narrated), video, or other
media to produce and communicate your PSA. You may work in groups of 3 on this assignment. Your
time limit is 10 minutes!
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***In preparation for this assignment, please review the following links (there are many more that will be
given in class or on eclass)
http://www.nata.org/jat/readers/archives/40.3/i1062-6050-40-3-153.pdf
http://www.nata.org/jat/readers/archives/41.2/i1062-6050-41-2-137.pdf
http://www.nata.org/statements/position/concussion.pdf
Lab Practicals
Lab practicals will occur at the completion of each anatomically specific unit to evaluate student
mastery of the psychomotor skills required of the allied health care professional. I will allow you to take
one of the exams with a partner. The expectation is that you will refine the work of your partner during
the exam and each of you will receive the same grade.
Lecture Exams
We will have unit examinations to measure your mastery of the material. The final exam will be
comprehensive and will require that you have a firm grasp of the orthopedic evaluation process for all
joints of the upper extremity that we cover in class. It benefits you to speak with me early about if you
will be traveling with a team, or if a family emergency has come up. There are no provisions for early or
make-up examinations if you do not communicate clearly in advance.
Examinations should be regarded as an assessment of your readiness to progress toward your given
allied health care profession. They will also serve as a learning experience because I will provide
detailed feedback for you. Finally, they are an opportunity to be accountable for your learning
Differential Diagnosis Injury Assessment Outlines (IAO):
These outlines require you to demonstrate the differential diagnosis process for various joints. The
process refines your ability to determine (“rule in”) an injury from which a patient is suffering while
excluding (“ruling out”) conditions that the examination findings do not support.
1. Utilizing an outline format, outline the History, Inspection, Palpation, and Special Tests (including
Functional, Ligamentous, and Neurological tests) used to assess pathologies in the following
regions:
Face/Eye
Head/Neck (C spine)
Lumbar Spine (We will interact in class to produce this differential algorithm)
Shoulder
2. Outlines are due at the completion of each of the anatomically specific units.
 Utilize and reference at least two sources in addition to your textbook.
 For the History section: after listing a specific question, provide specific rationale for asking that
question (i.e., what pathology are you attempting to rule out when you ask this question?).
 For Special Tests section: provide the specific pathology ruled-out with each test (e.g., Straight
Leg Raise = Sciatica).
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Review of Literature Paper: An Experience in Scientific (Technical) Writing
Requirements:
A formal paper is required based upon a thorough review and critical analysis of the current
literature. Expectations are high for this paper; the finished product should be of such quality as to
be eligible for submission to a peer-reviewed journal or to a student-writing contest (such as the
NATA, APTA, or other foundation). You may select one of the following topics on which to write
your review (your title does not have to match these exactly. Be innovative, but please have your
professor review your working title.) I will pair you into groups based on your topic of interest so
that you can build the scaffolding of your paper together. However, your final product will be your
unique work.
1.
2.
3.
4.
5.
“Assessment of the Sacroiliac Joint: pathomechanics, dysfunction and evidence-based treatment”
“Assessment of the Cervical Spine: pathomechanics, injuries and management strategies”
“Differential Diagnosis of Glenohumeral Impingement Syndromes”
“Surgical and Non-surgical options for Treating Glenohumeral Instability”
Another topic which has been approved by Dr. Sullivan.
Format:
AMA Style (Consult American Medical Association Manual of Style, 9th ed.)
Maximum length: 10 pages, double-spaced
Title page-see Appendix C
Include **Abstract on a separate leaf following title page-see Appendix D
st
(**Abstracts will be submitted prior to 1 draft)
References page-see Appendix E
Ten references minimum.
References must be from peer-reviewed medical and/or allied health journals (i.e., Am J Sports Med,
JAMA, Arch. Phys. Med. Rehab, JAT, JSR, JOSPT, PT, etc).
At least half of references must be published within the past 10 years. Professor has resources if needed.
Current Concepts Critique/NATA Position Statement Review:
To supplement the textbook and our in-class discussions, you will be asked to read 2 “current concepts”
articles published recently in sports medicine journals and write a 1-page synthesis paper. The topics of
the articles will be of your choosing and must coincide with topics covered in class lecture. The intent of
this assignment is for you to be exposed to recent advances in the assessment, surgical repair, and
prevention of particular upper extremity injuries. **You will be asked to share key findings with the class
via Discussion Board while we cover the material in lecture.
Format: each critique should be no longer than 2 double-spaced pages, 12pt font
Specific contents: the four components required for each critique are:
 Bibliographic information (e.g., author, title, journal, volume, pages, year)
 Key points of article (focus on new information/new perspective learned)
 Critique: Strengths & Weaknesses of the article
 Synthesis: Practical applications of the information presented (cite the “take-home”
lesson)
6
Grading
A total of 1100 points is possible in this class. You can keep track and determine your grade using this table and
on eclass through the My Grades and My Progress links.
Assignment
Point Possible
Evaluation Tutorials 1@20 pts
Participation: Discussion Board: 5-10 posts @5 pts each
20
25-50
40
40
240
300
80
150
40
120
Quizzes 4@10 pts each
Public Service Announcement: MTBI
Lab Practicals 4@60 pts each
Written Exams 3@100 pts each
Differential Diagnosis: Inj Assess Outlines 4@20 pts
Review of Lit. Paper 2@75 each
Current Concepts Critique 2@20 pts each
Final Exam
Your Points
Academic Honesty
The PLNU community holds the highest standards of honesty and integrity in all aspects of university
life. Academic honesty and integrity are strong values among faculty and students alike. Any violation
of the university’s commitment is a serious affront to the very nature of Point Loma’s mission and
purpose. Academic dishonesty is the act of presenting information, ideas, and/or concepts as one’s
own when in reality they are the results of another person’s creativity and effort. Such acts include
plagiarism, copying of class assignments, and copying or other fraudulent behavior on examinations.
If the professor believes a situation involving academic dishonesty has occurred, he may assign a
failing grade for a) that particular assignment or examination, and/or b) the course.
NOTE: It is your responsibility to maintain your class schedule. Should the need arise to drop this course
(personal emergencies, poor performance, etc.), you have the responsibility to follow through (provided the d rop
date meets the stated calendar deadline established by the university), not the instructor. Simply ceasing to
attend this course or failing to follow through to arrange for a change of registration (drop/add) may result in a
grade of F on the official transcript.
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Course Outline (subject to change)
Date
Topic
8/31
Introduction to Orthopedic
Examination and the Differential
Diagnosis Process
Injuries to the Face and Eye
9/5
NO CLASS: Labor Day
9/7
8/30
Reading:
Starkey
Assignment Due
Activity
Ch 1, review Ch
4
Ch19, 20
Visit: http://www.youtube.com/user/bigesor
Eye/Face Lab
Ch 19,20 cont.
9/12
Thoracic, Abdominal and
Cardiopulmonary Pathologies
Ch 15
9/14
Thoracic and Lumbar Spine
Pathologies
Ch13
Read: Commotio Cordis
IAO: Face/EENT
Face-EENT-Thorax ‘Super Quiz’
(find this quiz in eclass under
Thorax/Abdomen PPT slides)
Read and React:Classification System for
Low Back Pain (LBP)
9/19
T & L Spine cont. (Nervous System)
9/21
T/L Spine & Nervous System cont.
9/26
Sacroiliac Joint/Diff Dx of LBP
9/28
10/3
Lab: Spine and Sacroiliac JT
Lab practical review
Lab Practical Exam
10/5
10/10
Exam 1
Cervical Spine
Ch 14, 21
Ch 14, 21
10/12
10/17
10/19
10/24
10/26
10/31
11/2
Cervical Spine & Head
Mild Traumatic Brain Injury
Lab: Head & C Spine
Shoulder
Shoulder
Lab: Shoulder/Upper Arm
Lab: Case Studies
Ch 21
11/7
11/9
11/14
11/16
11/21
11/23
11/28
11/30
12/5
12/7
Lab Practical #2: Shldr/C spine/Head
Exam #2:Head/Neck/Shoulder
Elbow & Forearm Diff Dx
Lab: Elbow Forearm
Wrist & Hand Diff Dx
Thanksgiving: NO CLASS
Wrist & Hand Diff Dx
Lab Practical: Elbow, Wrist, Hand
Exam 3: Elbow, Wrist, Hand
Review for Final Exam
Ch 17
Ch 17
Ch 18
Ch 18
Ch 18
Ch 18
Lab directedSendA-Problem
Create outline to
share with class
Outline, references for Review of
Literature Paper
Current concepts critique #1
Lumbar Spine and SI Joint Tutorials due
Cost of LBP
Ch 13
DB posts: L Spine and SI Joint Tutorials
IAO: L Spine (in class)
Defining Features
Matrix
L Spine Case Studies
(Lab Directed)
Lab directedSendA-Problem
Readings for MTBI paper (on eclass)
Review of Literature Draft #1
Brachial Plexus Evaluation Tutorial
Public Service Announcements
DB posts: Brachial Plexus Tutorial
IAO: Head & Cervical Spine
Evaluation Tutorial: Shldr & Scapula
Ch 16
Ch 16
Ch 16
Ch 16
Ch 17
DB posts: Shoulder & Scapula
Review of Literature Final Drafts
Evaluation Tutorial: Elbow & Wrist
DB posts: Elbow & Wrist
FINAL EXAM: MONDAY, 8-10 am
8
Share PSAs
Send-A-Problem &
Find your partner
Fall Calendar:
http://www.pointloma.edu/sites/default/files/filemanager/Academics/Fall2011_Spring2012_UndergradCalendar.pdf
Final Examination Schedule:
http://www.pointloma.edu/sites/default/files/filemanager/Academics/Final_Exam_Schedule_2011-2012.pdf
Important Dates:
FALL SEMESTER 2011
New Student Orientation
CLASSES BEGIN
Quad I Classes Begin
Labor Day (No Classes)
Last Day to Add 15-Week Class
Spiritual Renewal Week
Quad I Classes End
Quad II Classes Begin
Fall Break Day (No Classes)
Mid-Semester Grades
Priority Online Registration for Spring
Semester
Last Day to Drop 15-Week Class
Board of Trustees Fall Meeting
Alumni Homecoming
Thanksgiving Recess (No Classes)
CLASSES END
Final Examinations
Residence Halls Close (Noon)
Final Grades Deadline
Aug 26-27
Aug 30
Aug 30
Sept 5
Sept 9
Sept 26-30
Oct 18
Oct 19
Oct 21
Oct 25,26
Oct 31Nov 11
Nov 4
Nov 17,18
Nov 17-19
Nov 23-25
Dec 9
Dec 12-16
Dec 17
Dec 30
9
Discussion Board Considerations and Requirements
Consider carefully:
What are the most important points of the reading? If you could teach a sophomore one thing from this reading, what would it be?
How was your perspective enhanced by the reading?
For each Discussion Board topic, you will be required to post one response of your own and also at times to post a reply to a
classmate’s response. Thus, you must respond at least once and sometimes twice to each Discussion Board topic on eclass.
Your response to a classmate’s post may include one or more of the following:
Ask a probing question
Share an insight from having read your classmate’s post
Offer and provide evidence to support an opinion
Validate a classmate’s idea with reference to your own experiences
Make a suggestion for improvement
Expand on your classmate’s post.
To receive full credit for your participation, your posts must also be made in a timely way. Specifically, this means that you
must post a response during the week after we first encounter a new topic or your colleagues post an assignment. So, for
instance, if a colleague posts an assignment on the Shoulder on November 1st , then you will need to make your posts on the
Discussion Board topic by November 8th in order to receive full credit.
I will review the input that you have given to these Discussion Boards and will award up to 3 points for each Discussion
Board posting that you have made. The provision of 3 points for your posting will be based on the quality of your post. The
maximum points available for Discussion Board participation is 30 points. I will also post these instructions with some
ground rules on eclass.
10
Name_________________________
Tutorial Report Form
To be completed and brought to class when due.
Title of tutorial __________________________________
Overview of Tutorial content:
New content that benefited you :
Feedback on execution of special tests:
11
Research Paper
entitled
XXXXXXXXX XXXXX XXXXX
XXXXX
XXXXX XXXX XXXXX
By
Your Name
Submitted as
partial fulfillment of the requirements for
ATR 388
Assessment of Head, Spine, and Upper Extremity Pathology
Point Loma Nazarene University
November, 20011
12
Appendix D
NATA Athletic Training Educational Competencies (4th ed.)
ATR 388
Assessment of the Head, Spine and Upper Extremity--Jeff Sullivan PhD, ATC
Code
Competency/Proficiency
RM-C3
Identify and explain the epidemiology data related to the risk of injury and illness related to participation in
physical activity.
Explain the importance and use of standard tests, test equipment, and testing protocol for the measurement of
cardiovascular and respiratory fitness, body composition, posture, flexibility, muscular strength, power, and
endurance
Explain the principles and concepts related to the fabrication, modification, and appropriate application or use of
orthotics and other dynamic and static splints. This includes, but is not limited to, evaluating or identifying the
need, selecting the appropriate manufacturing material, manufacturing the orthosis or splint, and fitting the
orthosis or splint.
Select and fit appropriate standard protective equipment on the patient for safe participation in sport and/or
physical activity. This includes but is not limited to: Mouthguard
Describe the etiology, pathogenesis, pathomechanics, signs, symptoms, and epidemiology of common
orthopedic injuries, illnesses and diseases to the body’s systems.
Describe common techniques and procedures for evaluating common injuries including taking a history,
inspection/observation, palpation, functional testing, special evaluation techniques, and neurological and
circulatory tests.
Explain the relationship of injury assessment to the systematic observation of the person as a whole.
Describe the nature of diagnostic tests of the neurological function of cranial nerves, spinal nerves, and
peripheral nerves using myotomes, dermatomes, and reflexes.
Assess neurological status, including cranial nerve function, myotomes, dermatomes and reflexes, and
circulatory status.
Explain the roles of special tests in injury assessment.
Describe strength assessment using resistive range of motion, break tests, and manual muscle testing.
Describe the use of diagnostic tests and imaging techniques based on their applicability in the assessment of
an injury when prescribed by a physician.
Describe and identify postural deformities.
Explain medical terminology and abbreviations necessary to communicate with physicians and other health
professionals
Describe the components of medical documentation (e.g. SOAP, HIPS and HOPS).
Obtain a medical history of the patient that includes a previous history and a history of the present injury.
Perform inspection/observation of the clinical signs associated with common injuries including deformity,
posturing and guarding, edema/swelling, hemarthrosis, and discoloration.
Perform inspection/observation of postural, structural, and biomechanical abnormalities.
Palpate the bones and soft tissues to determine normal or pathological characteristics.
Measure the active and passive joint range of motion using commonly accepted techniques, including the use
of a goniometer and inclinometer.
Grade the resisted joint range of motion/manual muscle testing and break tests.
Apply appropriate stress tests for ligamentous or capsular stability, soft tissue and muscle, and fractures.
Apply appropriate special tests for injuries to the specific areas of the body as listed above (head, spine and
upper extremity).
Assess neurological status, including cranial nerve function, myotomes, dermatomes and reflexes, and
circulatory status.
Document the results of the assessment including the diagnosis.
Describe and know when to refer common eye pathologies from trauma and/or localized infection (e.g.,
conjunctivitis, hyphema, corneal injury, stye, scleral trauma).
Describe and know when refer common ear pathologies from trauma and/or localized inf ection (e.g., otitis,
ruptured tympanic membrane, impacted cerumen).
Describe and know when to refer common pathologies of the mouth, sinus, oropharynx, and nasopharynx from
trauma and/or localized infection (e.g., gingivitis, sinusitis, laryngitis, tonsillitis, pharyngitis).
Explain the relationship of injury assessment to the systematic observation of the person as a whole.
Describe and know when to refer common injuries or conditions of the teeth (e.g., fractures, dislocations,
caries).
Perform a visual observation of the clinical signs associated with common injuries and/or illnesses including
deformity, edema/swelling, discoloration, and skin abnormalities.
Palpate the bones and soft tissues, including the abdomen, to determine normal or pathological characteristics.
Pupil response, size and shape, and ocular motor function
Ear, nose, throat and teeth
Head, including the Brain
Describe the characteristics of common life-threatening conditions that can occur either spontaneously or as
the result of direct trauma to the throat, thorax and viscera, and identify the management of these conditions.
Differentiate the components of a secondary assessment to determine the type and severity of the injury or
illness sustained.
RM-C11
RM-C18
RM-P4.4
PA-C5
DI-C6
DI-C7
DI-C8
DI-C9
DI-C10
DI-C12
DI-C13
DI-C15
DI-C16
DI-C17
DI-P1
DI-P2
DI-P3
DI-P4
DI-P5
DI-P6
DI-P7
DI-P8
DI-P9
DI-P10
MC-C4
MC-C5
MC-C6
DI-C7
MC-C21
MC-P2
MC-P3
MC-P4c
MC-P4e
MC-CP1.2
AC-C12
AC-C6
13
AC-C16
AC-C19
AC-C20
AC-C21
AC-C22
AC-C23
AC-C33
AC-P4b
AC-P4g
AC-P4h
AC-P4i
AD-C3
AD-P4
PD-C11
PD-C14
Describe the injuries and illnesses that require medical referral.
Identify the signs and symptoms of head trauma, including loss of consciousness, changes in standardized
neurological function, cranial nerve assessment, and other symptoms that indicate underlying trauma.
Explain the importance of monitoring a patient following a head injury, including obtaining clearance from a
physician before further patient participation.
Define cerebral concussion, list the signs and symptoms of concussions, identify the methods for determining
the neurocognitive status of a patient who sustains a concussion and describe contemporary concepts for the
management and return-to-participation of a patient who sustains a concussion.
Identify the signs and symptoms of trauma to the cervical, thoracic and lumbar spines, the spinal cord, and
spinal nerve roots, including neurological signs, referred symptoms, and other symptoms that indicate
underlying trauma and pathology.
Describe cervical stabilization devices that are appropriate to the circumstances of an injury.
Describe home care and self-treatment plans of acute injuries and illnesses.
Closed-head trauma (using standard neurological tests and tests for cranial nerve function)
Thoracic, respiratory, and internal abdominal injury or illness
Acute musculoskeletal injuries (i.e. sprains, strains, fractures, dislocations)
Spinal cord and peripheral nerve injuries
Identify current injury/illness surveillance and reporting systems.
Demonstrate the ability to access medical and health care information through electronic media.
Identify and access available educational materials and programs in health-related subject matter areas
(audiovisual aids, pamphlets, newsletters, computers, software, workshops, and seminars).
Interpret the current research in athletic training and other related medical and health areas and apply the
results to the daily practice of athletic training.
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