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."