Assessment and Management of Sport-Related Concussion Teaching Trends in Athletic Training Programs

Abstract

Context: Previous research suggests that health care providers, in general, are not adequately trained in sport-related concussion (SRC) recognition and management. However, it is unclear if athletic training educators are instructing athletic training students on evidence-based SRC assessment and management protocols. Objective: To examine and identify which SRC resources and management tools are being used to teach and prepare athletic training students to clinically evaluate and manage SRCs. Design: Cross-sectional study. Setting: Single Web-based survey. Patients or Other Participants: One hundred two athletic training educators. Main Outcome Measure(s): Survey questions collected education level, years of experience as an athletic trainer, sex, role within the athletic training program, and the type of athletic training program at their institution. Participants were asked which position statement or consensus statement was used to teach SRC and, finally, which SRC management tools were taught to students in regard to SRC evaluation, management, and return to play. Results: Respondents have been certified athletic trainers for an average of 17.9 ± 6.5 years and accumulated a mean of 9.9 ± 6.8 years of clinical experience before transitioning into educational roles. Among the respondents to the survey, 99% of educators are using the National Athletic Trainers' Association position statement to teach SRC. The clinical examination (100%) was the most widely taught evaluation tool among respondents. Out of all the respondents, over 80% of educators are teaching clinical use and application of the Sport Concussion Assessment Tool 3, Balance Error Scoring System, and computerized neurocognitive testing; however, only 71% are teaching the stepwise progression, and less than 30% are teaching newer tools documented in SRC literature. Conclusions: Educators are following recommended practices of teaching a multifaceted approach to SRC evaluation and management. However, instruction is lacking on the use of a stepwise return-to-play progression and newer SRC management tools that assess vestibular and ocular-motor impairment.

The Self-Efficacy of Certified Athletic Trainers in Assessing and Managing Sport-Related Concussions

“…27,28 Evidence supporting strategies for both vestibular and oculomotor impairment and symptoms is limited but shows promise in assisting in the SRC evaluation process. 29,30 Finally, we observed no differences in self-efficacy for any other SRC assessment or management tools, such as the computerized neuropsychological testing, SCAT3, symptom checklist, or baseline examinations. This could be explained by the ready availability and regular use of these tools by a majority of ATs.…”

Research on the Application of CAD Auxiliary Intelligent Technology in Sports

“…with 3DEditor. Later, the effect processing with Material Editor finally enters the keyflamer for the button screen editing of the key action point [12][13][14][15]. After completing these five parts, the system will automatically generate the transition of the intermediate connection motion, complete the movement, rotation, subversion, and change of the action, and develop two software for the special action.…”

Athletic Trainers' Concussion-Assessment and Concussion-Management Practices: An Update

“…These findings highlighted potential deficits in concussion education at the undergraduate level. Recently, Wallace et al 32 reported that more than 80% of athletic training education programs were teaching tools included in the 3-domain minimum concussion battery, but not all were providing hands-on experience with those tools. In addition, almost 30% were not teaching students about return-to-participation progressions.…”

“…In addition, almost 30% were not teaching students about return-to-participation progressions. 32 Educators should strive to remain up to date on concussion practices to ensure that the information is disseminated to future clinicians, and clinicians should aim to implement current recommendations in practice.…”