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The mission of Concord University is to provide quality, liberal arts based education, to foster scholarly and creative
activities and to serve the regional community (http://www.concord.edu/academics/).
AT 449 – General Medical Concerns in Sports Medicine
Course CRN # and Section: 10346: Section 1
Semester: Fall 2019
Credit Hours: 3
Prerequisites: AT 236(L) and AT 237(L)
Course Time: Lecture: MWF – 1:00 PM-1:50 PM
Building and Room Number: Carter Center Athletic Training Lab (Room 406)
Professor: John C. Roberts, Jr., MSEd, ATC
Office Location: Carter Center 403: Middle Office
Office Hours: Mon: 10:00 AM – 11:00 AM
Tues: 8:00 AM – 9:00 AM
Wed: 9:00 AM – 10:00 AM
Thurs: 10:00 AM – 11:00 AM
Fri: 9:00 AM – 10:00 AM
Email: jcroberts@concord.edu
Phone: 304-384-6346
Office Fax: (304) 384-5117
College/Department Website https://www.concord.edu/Academics/College-of-Natural-Sciences,-Mathematics,-and-
Heal/Department-of-Health,-Physical-Education-and-Athle.aspx
Course Description/Rationale: This course focuses on clinical signs and symptoms of pathology, which will allow the
practicing athletic trainer to recognize systemic illnesses and injuries. This course
introduces the knowledge and skills needed to recognize and differentiate signs and
symptoms produced by systemic disease. Organized by the major body systems
including: diseases of the cardiovascular, pulmonary, neurological, psychological and
immunological.
Course Management System: Blackboard
Hardware/Software Needed: Throughout this course we will be utilizing email, word processing, and PowerPoint
presentations. Information managed on Blackboard will include, but is not limited to, the
syllabus and any needed revisions, assignment instructions and rubrics, class
presentations, assigned readings, and grades. All assignments must be turned in on time,
typed and printed. Therefore, each student must have access to a reliable computer and
printer. Emailed or handwritten assignments will not be accepted unless the instructor has
PREDETEMINED this to be acceptable within the related instructions.
Text Requirements: O’Connor, DP, Fincher, AL. Clinical Pathology for Athletic Trainers: Recognizing
Systemic Disease. 3rd ed. SLACK, Inc: Thorofore, NJ; 2015.
ISBN: 978-1-61711-091-7
Recommended Text: Rehberg, RS, Rehberg, JS. Cram Session in General Medical Conditions: A Handbook
for Students and Clinicians. SLACK, Inc: Thorofore, NJ; 2012.
ISBN: 978-1-55642-948-4
Concord University Educational Goals (CUEG): Concord University strives to ensure that students come away from
their experience with knowledge and skills that will enable them to fulfill their personal
and professional aspirations and awareness in respect to their chosen discipline. The
learning goals and outcomes are derived from national research and best practices
surrounding liberal arts education and Concord University’s mission. The goals are a
shared vision of what is expected of all Concord graduates. The educational programs of
Concord University are designed to foster knowledge/mastery of content, critical
thinking, communication, and personal, civic, cultural, and global competence. The
following institutional goals apply to this course:
CUEG 1. Knowledge/Mastery of Content: Students will demonstrate a depth of
knowledge and apply the methods of inquiry in a discipline of their choosing, and they
will demonstrate a breadth of knowledge across varied disciplines.
CUEG 2. Critical Thinking: Student will demonstrate the ability to access, analyze, and
interpret information, respond and adapt to changing situations, make complex decisions,
solve problems, and evaluate actions.
Course Objectives Based on the Programmatic Outcomes Assessment Plan (CO): In addition to the above University
Goals during and after completion of this course, students should possess an
understanding of relative athletic training knowledge and skills that will enable them to:
CO I:A – Demonstrate the ability to design wellness and prevention programs for
physically active populations (Exam, Discussion)
CO I:B – Demonstrate the ability to administer pre-participation screening for
physical activity (Exam, Discussion)
CO I:D – Demonstrate the ability to educate patients, participant, parents, general
population, and appropriate personnel with the intent of preventing activity
related injuries and conditions (Policy Project).
CO III:A – Demonstrate the ability to design and implement Emergency Action
Plans (Discussion, Exam).
CO III:B – Demonstrate the ability to appropriately triage and determine if
conditions, injuries, and/or illness are life-threatening (Exam).
CO III:C – Demonstrate the ability to implement appropriate referral strategies
for the emergency transfer of a patient (Exam)
CO IV:C – Demonstrate the ability to appropriately and correctly administer
therapeutic interventions for general medical conditions or illnesses in order to
optimize recovery and function (Exam).
Additional Course Objectives: In addition to the above, during and after completion of this course, students possess an
understanding of relative athletic training knowledge that will enable them to:
CO 1: Perform a comprehensive general medical examination.
CO 2: Differentiate sign signs and symptoms among various bodily systems.
CO 3: Differentiate sign signs and symptoms among various medical issues and
conditions.
CO 4: Develop an appreciation of the evaluation and intervention for general medical
issues and conditions as it relates to cultural beliefs and individual preferences.
National Standards: This course is structured as a core component within the CAATE Accredited Athletic
Training Program. As such, the following Athletic Training Educational Competencies will be directly or
indirectly addressed through instruction, experience, and/or assessment within this course.
Standard
#
Standard Description Assessment
Method
AC-2 Differentiate the roles and responsibilities of the athletic trainer from
other pre-hospital care and hospital-based providers, including
emergency medical technicians/paramedics, nurses, physician
assistants, and physicians.
Exam CO III:C
AC-3 Describe the hospital trauma level system and its role in the
transportation decision-making process.
Exam CO III:A
CO III:B
CO III:C
AC-5 Obtain a medical history appropriate for the patient's ability to
respond.
Class Activity CO I:B
CO 1
AC-6 When appropriate, obtain and monitor signs of basic body functions
including pulse, blood pressure, respiration, pulse oximetry, pain, and
core temperature. Relate changes in vital signs to the patient's status.
Exam
Lab
CO III:B
CO 1
CO 2
CO 3
AC-7 Differentiate between normal and abnormal physical findings (eg,
pulse, blood pressure, heart and lung sounds, oxygen saturation, pain,
core temperature) and the associated pathophysiology.
Exam
Lab
CO III:B
CO 2
AC-9 Differentiate the types of airway adjuncts (oropharygneal airways
[OPA], nasopharyngeal airways [NPA] and supraglottic airways [King
LT-D or Combitube]) and their use in maintaining a patent airway in
adult respiratory and/or cardiac arrest.
Exam
Lab
CO III:B
CO IV:C
AC-10… Establish and maintain an airway, including the use of oro- and
nasopharygneal airways, and neutral spine alignment in an athlete with
a suspected spine injury who may be wearing shoulder pads, a helmet
with and without a face guard, or other protective equipment…
--- ---
…a …oropharyngeal airway Exam
Lab
OP Exam
CO III:A
CO IV:C
…b …nasopharyngeal airway Exam
Lab
OP Exam
CO III:A
CO IV:C
AC-11 Determine when suction for airway maintenance is indicated and use
according to accepted practice protocols.
Exam
Lab
CO III:A
CO III:B
CO IV:C
AC-12 Identify cases when rescue breathing, CPR, and/or AED use is
indicated according to current accepted practice protocols.
Exam CO III:A
CO III:B
CO IV:C
AC-16 Explain the indications, application, and treatment parameters for
supplemental oxygen administration for emergency situations.
Exam CO III:A
CO III:B
CO IV:C
AC-17 Administer supplemental oxygen with adjuncts (eg, non-rebreather
mask, nasal cannula).
Exam
Lab
CO III:A
CO IV:C
AC-18 Assess oxygen saturation using a pulse oximeter and interpret the
results to guide decision making.
Lab CO III:A
CO III:B
CO IV:C
AC-27 Explain the role of core body temperature in differentiating between
exertional heat stroke, hyponatremia, and head injury.
Exam CO III:A
CO III:B
CO IV:C
CO 3
AC-28 Differentiate the different methods for assessing core body
temperature.
Exam CO 3
AC-29 Assess core body temperature using a rectal probe. Exam CO IV:C
AC-31 Assist the patient in the use of a nebulizer treatment for an asthmatic
attack.
Exam CO I:D
COIV:C
AC-32 Determine when use of a metered-dosed inhaler is warranted based on
a patient's condition.
Exam CO III:B
AC-33 Instruct a patient in the use of a meter-dosed inhaler in the presence of
asthma-related bronchospasm.
Exam CO I:D
COIV:C
AC-35 Demonstrate the use of an auto-injectable epinephrine in the
management of allergic anaphylaxis. Decide when auto-injectable
epinephrine use is warranted based on a patient's condition.
Exam CO III:A
CO III:B
CO IV:C
CO 3
AC-36 Identify the signs, symptoms, interventions and, when appropriate, the
return-to-participation criteria for…
--- ---
…a …sudden cardiac arrest Exam CO III:A
CO IV:C
CO 3
…b …brain injury including concussion, subdural and epidural
hematomas, second impact syndrome and skull fracture
Exam CO III:A
CO IV:C
CO 3
…d …heat illness including heat cramps, heat exhaustion, exertional heat
stroke, and hyponatremia
Exam CO III:A
CO IV:C
CO 3
…e …exertional sickling associated with sickle cell trait Exam CO III:A
CO IV:C
CO 3
…f …rhabdomyolysis Exam CO III:A
CO IV:C
CO 3
…g …internal hemorrhage Exam CO III:A
CO IV:C
CO 3
…h …diabetic emergencies including hypoglycemia and ketoacidosis Exam CO III:A
CO IV:C
CO 3
…i …asthma attacks Exam CO III:A
CO IV:C
CO 3
…j …systemic allergic reaction, including anaphylactic shock Exam CO III:A
CO IV:C
CO 3
…k …epileptic and non- epileptic seizures Exam CO III:A
CO IV:C
CO 3
…l …shock Exam CO III:A
CO IV:C
CO 3
…o …local allergic reaction Exam CO III:A
CO IV:C
CO 3
AC-41 Identify the criteria used in the decision-making process to transport
the injured patient for further medical examination.
Exam CO III:A
CO III:B
CO III:C
CE-1 Describe the normal structures and interrelated functions of the body
systems.
Exam
Quiz
CO 2
CE-3 Identify the common congenital and acquired risk factors and causes
of musculoskeletal injuries and common illnesses that may influence
physical activity in pediatric, adolescent, adult, and aging populations.
Exam CO I:B
CE-6 Describe the basic principles of diagnostic imaging and testing and
their role in the diagnostic process.
Exam CO I:B
CO 1
CE-7 Identify the patient's participation restrictions (disabilities) and activity
limitations (functional limitations) to determine the impact of the
condition on the patient's life.
Exam CO I:A
CO I:B
CE-13 Obtain a thorough medical history that includes the pertinent past
medical history, underlying systemic disease, use of medications, the
patient's perceived pain, and the history and course of the present
condition.
Exam CO I:A
CO I:B
CO 1
CE-14 Differentiate between an initial injury evaluation and follow-
up/reassessment as a means to evaluate the efficacy of the patient's
treatment/rehabilitation program, and make modifications to the
patient's program as needed.
Exam CO I:B
CO 1
CE-15 Demonstrate the ability to modify the diagnostic examination process
according to the demands of the situation and patient responses.
Lab CO III:B
CO III:C
CO IV:C
CE-16 Recognize the signs and symptoms of catastrophic and emergent
conditions and demonstrate appropriate referral decisions.
Exam CO III:A
CO III:B
CO III:C
CE-17 Use clinical reasoning skills to formulate an appropriate clinical
diagnosis for common illness/disease and orthopedic
injuries/conditions.
Exam CO 1
CE-18 Incorporate the concept of differential diagnosis into the examination
process.
Exam CO 1
CO 2
CO 3
CE-19 Determine criteria and make decisions regarding return to activity
and/or sports participation based on the patient's current status.
Exam CO IV:C
CO 2
CE-20… Use standard techniques and procedures for the clinical examination of
common injuries, conditions, illnesses, and diseases including, but not
limited to:…
--- ---
…a …history taking Exam CO 1
…b …inspection/observation Exam CO 1
…c …palpation Exam CO 1
…f… …neurological assessments (sensory, motor, reflexes, balance,
cognitive function)…
--- ---
…1 …sensory Lab CO 1
…2 …motor Lab CO 1
…3 …reflexes Lab CO 1
…g… …respiratory assessments (auscultation, percussion, respirations,
peak-flow) …
--- ---
…1 …auscultation Exam
OP Exam
Lab
Simulation
CO 1
…2 …percussion Exam
OP Exam
Lab
CO 1
…3 …respirations Exam
OP Exam
Lab
CO 1
…4 …peak-flow Exam
OP Exam
Lab
CO 1
…h… …circulatory assessments (pulse, blood pressure, auscultation) … --- ---
…1 …pulse Exam
OP Exam
Lab
CO 1
…2 …blood pressure Exam
OP Exam
Lab
CO 1
…3 …auscultation Exam
OP Exam
Lab
Simulation
CO 1
…i… …abdominal assessments (percussion, palpation, auscultation) … --- ---
…1 …percussion Exam
OP Exam
Lab
CO 1
…2 …palpation Exam
OP Exam
Lab
CO 1
…3 …auscultation Exam
OP Exam
Lab
CO 1
…j… …other clinical assessments (otoscope, urinalysis, glucometer,
temperature, opthalmoscope)…
--- ---
…1 …otoscope Exam
O Exam
Lab
CO 1
…2 …urinalysis Exam
OP Exam
Lab
CO 1
…4 …temperature Exam
OP Exam
Lab
CO 1
…5 …opthalmoscope Exam
OP Exam
Lab
CO 1
CE-21 Assess and interpret findings from a physical examination that is based
on the patient's clinical presentation. This exam can include:
--- ---
…i… …Cardiovascular function (including differentiation between normal
and abnormal heart sounds, blood pressure, and heart rate) …
--- ---
…1 …heart sounds Exam
OP Exam
Lab
Simulation
CO 1
…2 …blood pressure Exam
OP Exam
Lab
CO 1
…3 …heart rate Exam
OP Exam
Lab
CO 1
…j… …Pulmonary function (including differentiation between normal
breath sounds, percussion sounds, number and characteristics of
respirations, peak expiratory flow) …
--- ---
…1 …breath sounds Exam
OP Exam
Lab
Simulation
CO 1
…2 …percussion sounds Exam
OP Exam
Lab
CO 1
…3 …respirations Exam
OP Exam
Lab
CO 1
…4 …peak expiratory flow Exam
OP Exam
Lab
CO 1
…k …Gastrointestinal function (including differentiation between normal
and abnormal bowel sounds)
Exam
OP Exam
Lab
CO 1
…l …Genitourinary function (urinalysis) Exam
OP Exam
CO 1
…m… …Ocular function (vision, ophthalmoscope) … --- ---
…1 …vision Exam
OP Exam
Lab
CO 1
…2 …opthalmoscope Exam
OP Exam
Lab
CO 1
…n… …Function of the ear, nose, and throat (including otoscopic
evaluation) …
--- ---
…1 …ear (otoscope) Exam
OP Exam
Lab
CO 1
…2 …nose Exam
OP Exam
Lab
CO 1
…3 …throat Exam
OP Exam
Lab
CO 1
…o …Dermatological assessment Exam
OP Exam
CO 1
…p… …Other assessments (glucometer, temperature) … --- ---
…1 …glucometer Exam CO 1
…2 …temperature Exan CO 1
CE-22 Determine when the findings of an examination warrant referral of the
patient.
Exam CO III:C
CIP-3 Develop, implement, and monitor prevention strategies for at-risk
individuals (eg, persons with asthma or diabetes, persons with a
previous history of heat illness, persons with sickle cell trait) and large
groups to allow safe physical activity in a variety of conditions. This
includes obtaining and interpreting data related to potentially
hazardous environmental conditions, monitoring body functions (eg,
blood glucose, peak expiratory flow, hydration status), and making the
appropriate recommendations for individual safety and activity status.
Exam CO I:A
CIP-4… Perform a comprehensive clinical examination of a patient with an
upper extremity, lower extremity, head, neck, thorax, and/or spine
injury or condition. This exam should incorporate clinical reasoning in
the selection of assessment procedures and interpretation of findings in
order to formulate a differential diagnosis and/or diagnosis, determine
underlying impairments, and identify activity limitations and
participation restrictions. Based on the assessment data and
consideration of the patient's goals, provide the appropriate initial care
and establish overall treatment goals. Create and implement a
therapeutic intervention that targets these treatment goals to include, as
appropriate, therapeutic modalities, medications (with physician
involvement as necessary), and rehabilitative techniques and
procedures. Integrate and interpret various forms of standardized
documentation including both patient-oriented and clinician-oriented
outcomes measures to recommend activity level, make return to play
decisions, and maximize patient outcomes and progress in the
treatment plan…
--- ---
…e …thorax Exam CO IV:C
CO 1
CO 2
CIP-5 Perform a comprehensive clinical examination of a patient with a
common illness/condition that includes appropriate clinical reasoning
in the selection of assessment procedures and interpretation of history
and physical examination findings in order to formulate a differential
diagnosis and/or diagnosis. Based on the history, physical
examination, and patient goals, implement the appropriate treatment
strategy to include medications (with physician involvement as
necessary). Determine whether patient referral is needed, and identify
potential restrictions in activities and participation. Formulate and
communicate the appropriate return to activity protocol.
Exam CO IV:C
CO 1
CO 3
CIP-6 Clinically evaluate and manage a patient with an emergency injury or
condition to include the assessment of vital signs and level of
consciousness, activation of emergency action plan, secondary
assessment, diagnosis, and provision of the appropriate emergency
care (eg, CPR, AED, supplemental oxygen, airway adjunct, splinting,
spinal stabilization, control of bleeding).
Exam CO III:A
CO IV:C
HA-1 Describe the role of the athletic trainer and the delivery of athletic
training services within the context of the broader healthcare system.
Exam CO III:C
HA-3 Describe the role of strategic planning as a means to assess and
promote organizational improvement.
Exam CO I:A
HA-9 Identify the components that comprise a comprehensive medical
record.
Exam CO I:B
CO 1
HA-11 Use contemporary documentation strategies to effectively
communicate with patients, physicians, insurers, colleagues,
administrators, and parents or family members.
Exam CO 1
HA-18 Describe the basic legal principles that apply to an athletic trainer's
responsibilities.
Exam CO 1
HA-22 Develop specific plans of care for common potential emergent
conditions (eg, asthma attack, diabetic emergency).
Exam CO IV:C
HA-24 Describe a plan to access appropriate medical assistance on disease
control, notify medical authorities, and prevent disease epidemics.
Exam CO III:A
CO III:C
HA-28 Understand the role of and use diagnostic and procedural codes when
documenting patient care.
Exam CO 1
HA-30 Describe the role and functions of various healthcare providers and
protocols that govern the referral of patients to these professionals.
Exam CO III:C
PD-8 Differentiate among the preparation, scopes of practice, and roles and
responsibilities of healthcare providers and other professionals with
whom athletic trainers interact.
Exam CO III:C
PD-9 Specify when referral of a client/patient to another healthcare provider
is warranted and formulate and implement strategies to facilitate that
referral.
Exam
Policy Project
CO III:B
CO III:C
PD-10 Develop healthcare educational programming specific to the target
audience (eg, clients/patients, healthcare personnel, administrators,
parents, general public).
Policy Project CO I:A
CO 4
PHP-3 Identify modifiable/non-modifiable risk factors and mechanisms for
injury and illness.
Exam
Policy Project
CO IV:C
CO 4
PHP-5 Explain the precautions and risk factors associated with physical
activity in persons with common congenital and acquired
abnormalities, disabilities, and diseases.
Exam
Policy Project
CI I:D
CO 4
PHP-6 Summarize the epidemiology data related to the risk of injury and
illness associated with participation in physical activity.
Exam
Policy Project
CO I:A
PHP-8 Identify the necessary components to include in a preparticipation
physical examination as recommended by contemporary guidelines
(eg, American Heart Association, American Academy of Pediatrics
Council on Sports Medicine & Fitness).
Exam CO I:B
PHP-9 Explain the role of the preparticipation physical exam in identifying
conditions that might predispose the athlete to injury or illness.
Exam CO I:B
PHP-10 Explain the principles of the body's thermoregulatory mechanisms as
they relate to heat gain and heat loss.
Exam CO 2
PHP-16 Use a peak-flow meter to monitor a patient's asthma symptoms,
determine participation status, and make referral decisions.
Exam CO IV:C
CO 1
PHP-
17…
Explain the etiology and prevention guidelines associated with the
leading causes of sudden death during physical activity, including but
not limited to…
--- ---
…a …Cardiac arrhythmia or arrest Exam CO I :D
CO 1
…b …Asthma Exam CO I :D
CO 1
…e …Hyponatremia Exam CO I :D
CO 1
…f …Exertional sickling Exam CO I :D
CO 1
…g …Anaphylactic shock Exam CO I :D
CO 1
PHP-24 Summarize the general principles of health maintenance and personal
hygiene, including skin care, dental hygiene, sanitation,
immunizations, avoidance of infectious and contagious diseases, diet,
rest, exercise, and weight control.
Exam CO I:A
CO I:D
PHP-25 Describe the role of exercise in maintaining a healthy lifestyle and
preventing chronic disease.
Exam
Policy Project
CO I:A
PHP-29 Explain the basic concepts and practice of fitness and wellness
screening.
Exam CO I:A
TI-28… Properly assist and/or instruct the patient in the proper use, cleaning,
and storage of drugs commonly delivered by metered dose inhalers,
nebulizers, insulin pumps, or other parenteral routes as prescribed by
the physician. …
--- ---
…b …nebulizers Lab CO I:D
CO IV:C
…c …insulin pumps Lab CO I:D
CO IV:C
TI-30 Explain the general therapeutic strategy, including drug categories
used for treatment, desired treatment outcomes, and typical duration of
treatment, for the following common diseases and conditions: asthma,
diabetes, hypertension, infections, depression, GERD, allergies, pain,
inflammation, and the common cold.
Exam CO IV:C
TI-31 Optimize therapeutic outcomes by communicating with patients and/or
appropriate healthcare professionals regarding compliance issues, drug
interactions, adverse drug reactions, and sub-optimal therapy.
Exam CO I:D
Course Requirements: Labs/Quizzes/Articles/Homework:
During the course of the semester you will be assigned a variety of lab experiences to
complete in class or on your own outside of scheduled class/lab meetings. There may be
evening labs/in-services scheduled in the syllabus. The evening labs are intended for a
potential guest lecturer and may be switched with lecture times or moved to other nights
dependent in the guest lecturer’s ability to attend. Every effort will be made to announce
the days as early as possible. Every effort will be made to have a guest lecturer or the
instructor will conduct the in-service. These labs are designed to supplement and
enhance your understanding of the material presented in the lecture. Lab days will be
announced in advance and may require you to report to class in athletic apparel or apparel
that does not hinder medical evaluation. Failure to do so (for reasons other than religious
beliefs or medical conditions) will result in an absence for that class due to your inability
to fully participate in the scheduled lab activity. Lab experiences will typically have an
associated assignment, report, or summary due at the next scheduled class meeting. If
you are absent for a lab session you will not be permitted to make it up and will not
receive credit for its participation. You may be allowed to turn in related assignments
due the next class if the absence was excused and if you previously notified the
instructor. It is the student’s responsibility to follow-up to see if such an assignment was
given. Separate grades may be given for participation in the lab and the accompanying
out of class assignment. (CO IV:C)
There will be several quizzes, both unannounced and announced, throughout the
semester. This will be done to ensure students are keeping up with class readings and
comprehend the course content and assignments between exams. Some quizzes may be
based on out-of-class readings, videos, or activities. All in-class quizzes will be given at
the beginning of class and should be completed within the allotted time. Once the quiz is
collected by the instructor, no student may begin the quiz. Missed in-class quizzes will
not be permitted make ups and will receive a zero (0). Quizzes may also be presented on
blackboard. Blackboard quizzes will have a time limit from the moment they are
initiated and will be due by the class meeting immediately following the one in which the
students were notified. The syllabus will confirm these due dates. Blackboards quizzes
may be made up at the instructor’s discretion, but will receive a 5-point deduction per day
not taken. (CO 1, CO 2, CO 3)
Throughout the semester, students will be given articles or asked to find articles on their
own to participate in classroom discussion and/or provide responses or summaries. This
will assist the student to have a better understanding of basic research, critical thinking
and interpretation, and evidence-based research for application in practice. Articles and
due dates will be announced in class. All other assignments will be announced in class.
Additional assignments may be added beyond what is listed on the syllabus based on
student performance and understanding of course content. (CO IV:C)
Exams:
There will be four (4) exams over the course of the semester as well as a cumulative final
exam. The four exams will only cover the most recent material presented. However, the
material that is introduced from Day 1 is critical to the understanding of the material
throughout the semester. So, while each exam is not “comprehensive” by definition,
some of the material may require knowledge of previous concepts presented in the
course. There will also be oral practical exams that will be weighted separately, but
equally with the written exams. (CO I:A. CO I:B, CO I:D, CO III:A, CO III:A, CO III:B,
CO III:C, CO IV:C, CO 1, CO 2, CO 3, CO 4)
3 P’s Project (Paper, Policy, Presentation): Students will select a disease, or a condition, related to the subject matter of this class.
Topics need to be approved by the instructor PRIOR to the date listed below. A
minimum of ten recent (within the past 10 years) research articles from peer reviewed
journals that explain the role of exercise for that special population will be used to write
an informative summary paper. One of these articles, of the student’s choice, will also
serve as an article review assignment for a homework grade. The 3P’s paper should 5-7
pages and include: Overview of disease, epidemiology, risk factors, treatment options (if
any), role of exercise, guidelines for exercise/activity, all scientific views of the subject
matter including pros and cons to participation in physical activity and your conclusion
(academic and research based in nature. Do not use personal opinions). Use AMA format
for in-text citations and a reference page. Be careful not to plagiarize. Using the topic
and findings from the research project, each student will develop a policy that involves
procedures and protocols for preparing (ie EAP), managing, treating, and referring a
patient with the researched disease or condition. Students will present their policies to
the class. (CO I:A. CO I:B, CO I:D, CO III:A, CO III:A, CO III:B, CO III:C, CO IV:C,
CO 1, CO 2, CO 3)
Miscellaneous Course Performance and Participation Expectations: Class members (student/instructor) will and
should be:
1. Be on time for class. Be prepared for class when class starts, not 5 minutes after class
starts.
2. Common courtesy and professionalism – Have mutual respect for your instructor as
well as your fellow classmates. Do not talk over one another, no cell phones, no text
messaging, etc.
3. Class participation and discussion are encouraged, but side conversations are
not, either talk for the whole class to hear, or do not talk at all.
4. Stay focused throughout class, we will try to be out on time every week, but please
do not pack up early.
5. Stay caught up, if not ahead, on any readings and assignments. At this level in your
academic career late assignments will not be tolerated.
6. Ask questions when you are not sure about something.
7. While points are not given for grammar or professionalism, points will be deducted
for poor grammar or a lack professionalism regarding any and all assignments.
8. Unless otherwise instructed, all assignments will be typed in Times New Roman, 12-
point font, double spaced with AMA references and citations when appropriate, as
well as stapled.
9. To stay with the flow of the courses content, this class will switch back and forth
between lecture and lab. Lecture sessions may be relocated to the lab or lab sessions
may include lecture content. Please pay attention throughout the semester as any
predetermined changes not already listed on the syllabus will be announced in class.
Grading Policy: Labs/Quizzes/Articles/Homework 30%
4 Exams (7% each) 35%
2 OP Exams (5% each) 10%
Cumulative Final Exam 10%
3 P’s (Paper, Policy, Presentation – 5 % each) 15%
Grading Scale: 90-100% = A
80-89% = B
70-79% = C
60-69% = D
0-59% = F
Make-up Policy and Late Work: Assignments will be accepted late one time with no questions as long as it is
completed prior to the next class meeting. Exams and in-class quizzes will not be
permitted to complete late unless previously arranged with the instructor by the student.
If a grading criteria is missed due to an emergent situation or condition or a religious or
cultural belief it is the student’s responsibility to contact the instructor prior to the next
class meeting. Once the assignment/exam has been graded and reviewed with the rest of
the class there will be no opportunity to make-up the missed grade unless the students has
made the above arrangements. Refer to the quiz grade guidelines regarding the policy for
missed grades unless the students has made the above arrangements.
Refer to the quiz grade guidelines regarding the policy for missed grades. Students
reporting late to class will have the same time deadline for completing an in-class
quiz/assignment (Ex: a student reporting to class 5 minutes late in the middle of a 10-
minute quiz, will have the remaining 5 minutes to complete the quiz, a student reporting
15 minutes late to class will receive a zero). Any work not turned in when it is collected
at the beginning of class will be accepted with deductions for being late. This includes
reasons related to printing lines or computer troubleshooting. If there are such concerns it
is the student’s responsibility to inform the instructor with ample time to address the
situation (ample time is at least the day before an assignment is due, not 10 minutes
before class). Generally such deductions will be 5 points or 5% of the grade for the
related assignment. No assignments will be accepted more than 24 hours late.
Students reporting that they will be missing class ahead of time, unless in emergent
medical, religious, or cultural situations, will need to turn in due assignments or take
quizzes/exams before the scheduled class. Students will not be permitted to discuss
answers with students until the entire class has completed and turned them in. Such
actions will be considered cheating and the student will receive a zero for all related
grading. Student-athletes submitting Excused Absence forms will be permitted to miss
class and make-up assignments as appropriate. However, such forms are only for
permission to miss class, any work related to that class or conversations related to make-
up work must be initiated by the student for each instance. All work will be due prior to
the missed class, not after, unless the timeline for when the assignment instruction were
provided was insufficient based on what the instructor deems as appropriate.
Course Timeline (Schedule of Assignments/Assessments/Presentations):
Date(s) Topic/Activity Readings Prior to Class
& Assignments
Important Due Dates
Mon, Aug. 19 Intro to Course
Principles of Clinical Pathology &
Decision Making
Chapter 1
Assign 3 P’s Assignment
& Article
Wed, Aug. 21h Principles of Clinical Pathology &
Decision Making
Fri, Aug. 23 Principles of Clinical Pathology &
Decision Making
Pathophysiology
Chapter 2
Mon, Aug. 26 Pathophysiology
Screenings and Disqualifying Conditions
On Own
NATA PS: Emergency
Planning in Athletics
NATA PS: Pre-
participation Physical
Examinations and
Disqualifying Conditions
NATA PS: Preventing
Sudden Death in Sports
NATA PS Assignment
Wed, Aug 28 Immune System Chapter 4
Fri, Aug 30 Immune System
Mon, Sept. 2 NO CLASS LABOR DAY
Wed, Sept. 4 Immune System
Fri, Sept. 6 EXAM 1
Mon, Sept 9 Cardiovascular & Hematological System Chapter 6
Mandatory to watch
video links on slides 15,
31, 33 TBD, 35, two on
41, 42 outside of class
Quizzes from the links may
occur throughout this exam
section.
Wed, Sept 11 Cardiovascular & Hematological System
Fri, Sept 13 Cardiovascular & Hematological System
Mon, Sept 16 Cardiac Lab Dress Appropriate
Wed, Sept 18 Cardiovascular & Hematological System Cardiac Lab
Fri, Sept 20 Cardiovascular & Hematological System
Mon, Sept 23 Cardiovascular & Sickle Cell
Cardiac Lab/In-Service
Guest Lecturer
Dress Appropriate
Wed, Sept 25 EXAM II
Fri, Sept 27 Pulmonary System Chapter 7
Mandatory to watch
video links on slides 2,
3. 25 outside of class
Quizzes from the links may
occur throughout this exam
section.
Mon, Sept 30 Pulmonary System Research/Policy Topic
Wed, Oct 2 Pulmonary System NATA PS: Management
of Asthma in Athletes
NATA PS Assignment
Fri, Oct 4 Respiratory Lab Dress Appropriate
Mon, Oct 7 Pulmonary System
Respiratory Lab/In-Service
Guest Lecturer
Dress Appropriate Respiratory Lab
Wed, Oct 9 Cardiac/Respiratory OP
Gastrointestinal and Hepatic-Biliary
Systems
Chapter 8 BB Quiz: Slides 1-13
Cardiac/Respiratory OP
Fri, Oct 11 Gastrointestinal and Hepatic-Biliary
Systems
Mon, Oct 14 Gastrointestinal and Hepatic-Biliary
Systems
5 Research/Policy References
Wed, Oct 16 EXAM III
Fri, Oct 18 No Class
Mon, Oct 21 Neurological System Chapter 13
Assign Neurological
Discussions
BB Quiz: Slides 1-30
Wed, Oct 23 Neurological System Cranial Nerve, Spinal
Root, & Reflex Lab
Fri, Oct 25 Neurological System CNS Lab
Mon, Oct 28 Ear, Nose, Throat & Mouth Disorders Chapter 11
Neurological BB Discussion
Posts
BB Quiz: Slides 1-6, 35-36,
47-48, & 64-66
Wed, Oct 30 Ear, Nose, Throat & Mouth Disorders Neurological BB Responses
Fri, Nov 1 Eye BB Quiz: Slide 1-12 on own
Mon, Nov 4 EENT Lab
HEENT Lab/In-Service
Guest Lecturer Research Project Article
Wed, Nov 6 EXAM IV
HEENT OP
EENT Lab
HEENT OP
Fri, Nov 8 Dermatological Conditions Chapter 12
NATA PS: Skin Diseases
NATA PS Assignment
Mon, Nov 11 Dermatological Conditions
Wed, Nov 13 Renal and Urogenital Systems Chapter 9 BB Quiz: Slides 1-11
Research Paper
Fri, Nov 15 Renal and Urogenital Systems
Mon, Nov 18 Renal and Urogenital Systems
Wed, Nov 20 EXAM V
Fri, Nov 22 Endocrine and Metabolic Systems Chapter 10 & Chapter 5
Mon, Nov 25 Thanksgiving Recess
Wed, Nov 27 Thanksgiving Recess
Fri, Nov 29 Thanksgiving Recess
Mon, Dec 2 Endocrine and Metabolic Systems Policy Paper
Policy Blackboard
Presentations
Wed, Dec 4 Catch up and Review
Fri, Dec 6 Final Exam Review Blackboard Discussion
Response
Fri, Dec, 13 Final Exam at 11:30 AM
*The above Semester At-A-Glance schedule may be altered at the discretion of the instructor and/or based on the results
of the student assessments. Students enrolled in this course will be notified immediately of any changes or alterations to
this schedule.
Accessibility/Accommodations: Concord University is committed to responding to the needs of students with disabilities
as defined by the Americans with Disabilities Act. Please inform your instructor at the
beginning of the class semester if you have a disability and are requesting
accommodations. It is your responsibility to self-disclose that you are requesting
accommodations. The University and instructor will provide you with a reasonable
accommodation. You should register with CU’s Disability Services Office, located in the
Athens campus Jerry and Jean Beasley Student Center, Bottom Floor, across from the
Campus Post Office. The Disability Services Office phone is 304-384-6086 or you can
email the Director, Nancy Ellison, at nellison@concord.edu for assistance.
Academic Dishonesty: Academic dishonesty is morally unacceptable as well as destructive to the learning and
teaching atmosphere. Academic dishonesty includes the giving or receiving of improper
help on examinations or assignments, falsifying documents, and plagiarism (the act of
stealing and using, as one’s own, the ideas or the expression of the ideas of another).
Such dishonesty can lead to a variety of penalties — including but not limited to failure
of assignment, failure of course, loss of institutional privileges, or dismissal from the
University. (See University Catalog Academic Policies and Procedures at
http://catalog.concord.edu/content.php?catoid=10&navoid=582#Academic_Dishonesty.)
Concord University Honor Code: A Concord University Honor Code was approved by students, staff, faculty,
administration, and the CU Board of Governors. The Code states:
"As a member of the Concord University Community I will act with honesty and integrity
in accordance with our fundamental principles and I will respect myself and others while
challenging them to do the same."
The Honor Code is intended to unite the Concord community behind a culture of honesty,
integrity, and civility.
Class/Online Attendance Policy: Regular class attendance is part of a student’s academic obligation at
Concord. Irregular attendance may affect academic performance adversely and is
detrimental to the atmosphere of a class. (See University Catalog Academic Policies and
Procedures at
http://catalog.concord.edu/content.php?catoid=10&navoid=582#Class_Attendance.)
Attendance Policy Specific to AT 332: This is a professional level course and carries with it higher standards and
expectations of professionalism. Part of the goal of this senior level course is a transition
to practice. In an effort to mimic real life expectations, attendance and punctuality are
expected and required but will not count as a contributing percentage of the grade for this
course nor will it be recorded on a daily basis. However, in-class assignments and quizzes
will not be permitted make-ups (see Make-Up and Late Work Policy). Patterns of
absenteeism and tardiness will be addressed on an individual basis. If the instructor
perceives absenteeism as an issue for a student, the instructor will begin to record
attendance and deduct points from exam grades for respective sections for the
individual(s).
The following situations will be considered excused absence guidelines:
1. You are hospitalized and provide a doctor’s note. Doctor’s appointments may or may
not be accepted with at the instructor’s discretion and only with a note. Students are
expected to schedule appointments around classes unless an emergency exists.
2. Death in the family. Please notify instructor prior to departure from school.
Notification does not need to be face-to-face
3. Participation in a college or professional program recognized activity with advanced
notice. This includes sport travel as an athlete or an athletic training student. Failure
to notify the instructor at least 24 hours in advance will not be excused. Athletic
training student coverage of on-campus practices, games, or clinical responsibilities
will not be excused.
4. Surgical observation pre-approved by the clinical education coordinator.
5. A job or graduate school interview with advanced notice,
6. Class is cancelled by the University or instructor
7. Legitimate religious or cultural expectations will be discussed on an individual basis,
but conversations must be initiated by the student with advanced notice when
possible.
8. Advanced notice is not an email 10 minutes before class. Advanced notice is face-
to-face at least 24 hours when possible or a phone call if last minute,
9. Tardiness will also not be tolerated.
10. ***STUDENTS WHO ARE USING THEIR CELL PHONES IN CLASS FOR
ANY PURPOSES NOT DIRECTLY RELATED TO THE DAY’S CONTENT
OR WITHOUT THE INSTRUCTOR’S PERMISSION WILL BE ASKED TO
LEAVE THE CLASS WITH NO WARNING AND WILL NOT BE
PERMITTED TO MAKE UP GRADES FOR THAT DAY.*** 11. Students not dressed or prepared to participate in pre-announced labs will be asked to
go home to change and report back to class. All attendance and tardy related policies
will apply.
The instructor will not initiate conversations needed regarding missed classes. It is the
student's responsibility to check with the instructor about assignments, materials, and
other information missed during any absence or tardy. Make-up work will not be
permitted for unexcused absences. If a student is absent during a test/evaluation period, it
is his/her responsibility to make arrangements to take the test/evaluation prior to the next
scheduled class meeting. An unexcused absence will not permit you to make-up a missed
in-class assignment, quiz, or lab experience. The student is expected to initiate
conversations regarding missed work for an excused absences prior to missing the class.
All assignments, exams, labs, or other items for grade will be turned in by a deadline set
at the instructor’s discretion. In most cases this will mean the student must complete the
graded work prior to the
Emergency Alert System: In an effort to increase safety and security on our campus, Concord University
encourages everyone to register for instant text message alerts. Alerts will only be used
for security and safety notices. All students, faculty, and staff are eligible to receive text
message alerts on their cell phones or email alerts. Please go to
https://concord.omnilert.net/subscriber.php to sign up for the Emergency Alert System or
contact the IT Help Desk for further assistance (304-384-5291).
Emergency Information: Emergency/courtesy telephones are located at the main entrance of each residence hall
and at various other locations on campus. Emergency telephones can be identified by the
flashing blue light and will provide the user with a direct link to Public Safety at the press
of a button. To report an on-campus emergency, call 304-384-5357 or 911. The Office
of Public Safety is located on the bottom floor of the Rahall Technology Center. For
further emergency information go to https://www.concord.edu/Student-Life/Office-of-
Public-Safety/Alert-Systems.aspx.
Inclement Weather Policy: As a general policy, the University will remain in normal operations during adverse
weather conditions. In the event of severe weather conditions, the following may occur:
University Closure
No students or employees are to report.
Classes Cancelled
Students do NOT report BUT employees are expected to report to work at their normal
time.
Operating on an Inclement Weather Delay
Under this schedule, all 8 a.m. classes will start at 10 a.m. Students and faculty will
follow the Inclement Weather Schedule.
Inclement Weather Schedule:
Regular
MWF Classes
Inclement
MWF Classes
Regular
TR Classes
Inclement
TR Classes
8:00-8:50 10:00-10:40 8:00-9:15 10:00-11:00
9:00-9:50 10:45-11:25 9:30-10:45 11:05-12:05
10:00-10:50 11:30-12:10 11:00-12:15 12:10-1:10
11:00-11:50 12:15-12:55 12:30-1:45 1:15-2:15
12:00-12:50 1:00-1:40 2:00-3:15 2:20-3:20
1:00-1:50 1:45-2:25 3:30-4:45 3:25-4:25
2:00-2:50 2:30-3:10
3:00-3:50 3:15-3:55
*Announcements invoking the late schedule or other options referenced above are aired on area radio and television
stations and are sent as text and email messages to those enrolled for this service.
Student Conduct: In classrooms, online, laboratories, and during any activities that are part of course
requirements, students are expected to observe reasonable rules of conduct.
Academic Resources: The Center for Academic and Career Development is ready to assist any student with
academic or personal concerns, tutoring, study skills, time management, major and career
exploration, and much more. The Center for Academic and Career Development is
located in Suite 243 (Atrium) of the Rahall Technology Center. Students can stop by the
CACD Monday through Friday, 8:00 am until 4:00 or by appointment. The CACD may
be reached by calling (304) 384-6074, (304) 384-6298, or cacd@concord.edu.
Website: http://www.concord.edu/Student-Life/CACD.aspx.
The drop-in tutoring schedule is posted online: https://apps.concord.edu/tutoring/.
Additional academic resources are available online and on-demand. See
https://www.concord.edu/Student-Life/CACD/Academic-Success-Center/Success-
Resources.aspx for a list of these resources.
Mental Health Resources: Concord University recognizes that being a student can be stressful at times for a number
of reasons some of which may be related to the challenge of balancing your role as a
student with other facets in your life. There are a number of resources to help you cope if
you find that you are overwhelmed. The first is the CU Counseling Center which is
located on the third floor of the Jerry and Jean Beasley Student Center on the Athens
Campus. The center is staffed by a licensed mental health professional, graduate
students, and student employees. Appointments are available Mon-Fri from 9:00 AM –
4:00 PM. Appointments at the Erma Byrd Higher Education Center in Beckley may be
made by arrangement. Students may call the counseling center at 304-384-5290 or make
their own appointment through the electronic scheduling system which may be found on
Counseling Center section of the Student Services tab on CU’s main page. Counseling
services are free of charge. Other resources available are Student Support Services and
the Academic Success Center on the Athens campus.
Sexual Harassment & Assault: Federal law, Title IX, and Concord University policy prohibits discrimination,
harassment, and violence based on sex and gender (Including sexual harassment, sexual
assault, domestic/dating violence, stalking, sexual exploitation, and retaliation). If you or
someone you know has been harassed or assaulted, you can receive confidential
counseling support through the Concord University Counseling Center (304-384-5290).
Alleged Violations can be reported non-confidentially to the Concord University Title IX
Coordinator at 304-384-6327 or https://www.concord.edu/Student-Life/Title-
IX.aspx. Reports to Campus Security can be made at (304-384-5357). As an employee at
Concord University, I am a mandatory reporter which means I must report any sexual
misconduct I am made aware of. This includes verbal or written (such as in an
assignment) disclosures of sexual harassment or sexual assault.
Technology Services: Contact the CU Help Desk at extension 5291 from campus or 304-384-5291 off campus.
You can find additional information at https://www.concord.edu/About/Important-
Offices-Centers/Technology-Services/Help-Desk-Support.aspx.
Syllabus Disclaimer: "This syllabus is subject to change based on the needs of the class. Please check it
regularly."
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