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Dissecting Movement: Which Came First? Associated Impairments vs. Movement Faults

A question recently landed in our inbox from a faculty member, sparked by a student inquiry within the Orthopaedics app. The student, curious and eager to learn, posed the question: Are associated impairments and movement faults the same thing? Let's delve deeper and untangle the cause-and-effect relationship between associated impairments and movement faults. In the realm of orthopaedics, pinpointing the root cause of a patient's limitations is crucial for effective treatment. Our Orthopaedics app tackles this by differentiating these two key concepts.

Associated Impairment:

  • Definition: An associated impairment is a measurable limitation in a physiological system, such as weakness, stiffness, or balance deficits. 

  • Think of it as: A consequence of the injury/pathology or a preexisting impairment or set of impairments that may be contributing to the cause or maintenance of non-optimal movements, leading to tissue stress and production of symptoms. It's the "what" - the measurable dysfunction.

  • Example: A patient with a knee ligament injury might demonstrate quadriceps weakness (associated impairment) on a strength test, or a patient with uncoordinated or weak scapular muscles contributing to the onset of shoulder impingement during shoulder abduction during a tennis serve.

Movement Fault:

  • Definition: A movement fault is an observable deviation from optimal movement patterns during functional activities. 

  • Think of it as:  A faulty "how" - the way the body compensates for the impairment or moves as a result of impairments. This could be due to pain avoidance, limitations in mobility or improper movement coordination.

  • Example: A patient with a weak gluteus medius might exhibit adduction of the femur and excessive valgus collapse (inward knee buckling) during squats. These movement faults may result in significant tissue stress over time, resulting in patient complaints of pain and loss of function.

Squat with femoral internal rotation and corrections

The Chicken 🐔 or the Egg 🥚?

The question of which comes first - the impairment or the fault - is often complex. Here's a breakdown:

  • Injury often leads to impairment: The initial injury (e.g., ligament tear) directly causes the impairment (e.g., quad weakness).

  • Impairment can lead to faulty movement: To compensate for the weakness, the patient might adopt a faulty squat pattern (movement fault).

Importance of the Distinction:

Understanding the difference is critical for treatment planning:

  • Addressing impairments: Techniques like strengthening exercises can target the quad weakness (impairment).

  • Correcting faulty movement: Movement re-education can address the faulty femoral adduction squat pattern (movement fault).

By effectively differentiating between associated impairments and movement faults, your students can develop a more holistic approach to patient care.

Bonus Tip: The Orthopaedics app can be a valuable tool for students to practice identifying these concepts in real-world scenarios.

Fostering Clinical Reasoning in Athletic Training Education: Insights from Miller's Pyramid

In athletic training education, Miller's Pyramid of Clinical Competence (1990) offers valuable insights for nurturing students' clinical reasoning skills. This pyramid outlines four sequential levels of competence: knows, knows how, shows how, and does. These levels progress from theoretical knowledge to practical application and ultimately to autonomous clinical practice.

Here's a look at Miller's Pyramid and how it can be applied in athletic training education:

  • Knows (Knowledge): This is the foundation of the pyramid, encompassing the factual knowledge base for understanding mechanisms of injury, diagnostic procedures, and treatment modalities commonly encountered in athletic training practice. For example, knowledge of anatomy, physiology, and biomechanics.

  • Knows How (Competence): Here, students develop the ability to apply their knowledge to solve problems. This involves using clinical scenarios, case studies, simulations, and problem-based learning exercises.

  • Shows How (Performance):  Next, students demonstrate their competence in simulated settings. Learning experiences like practicing techniques in a lab or role-playing patient interactions are appropriate at this stage.

  • Does (Action): The pinnacle involves applying knowledge and skills in real-world situations during supervised clinical experiences. Clinical experiences provide students with opportunities to assess, diagnose, and treat injuries under the guidance of preceptors. Students become proficient and autonomous practitioners capable of making sound clinical judgments independently.

Pyramid graphic from Ramani, S., & Leinster, S. (2008). AMEE Guide no. 34: teaching in the clinical environment. Medical Teacher, 30(4), 347–364.

How to use Miller's Pyramid of Clinical Competence with ATu to foster clinical reasoning:

  • Build the “Knows” level through video-based lectures/handouts and assess factual recall through MicroLearning.

  • Elevate students to “Knows How” with Case Studies and other problem-solving activities.

  • Allow students to “Show” their knowledge through clinical simulations found in MiniSIMS using standardized patients.

  • Provide the crucial “Does” experience through MacroSIMS to augment students’ supervised clinical experiences.

By integrating Miller's Pyramid into athletic training education, educators can create structured learning experiences that gradually build students' clinical reasoning skills from foundational knowledge (“Knows”) to advanced clinical practice (“Does”). This structured approach fosters a deep understanding of clinical concepts and prepares students to excel as competent and confident athletic trainers.

Ready to transform your classroom? Schedule a meeting with ATu Education Lead, Christopher Schmidt, PhD, ATC.

References:

  1. Miller, G. E. (1990). The assessment of clinical skills/competence/performance. Academic Medicine, 65(9 Suppl), S63-67.

  2. Ramani, S., & Leinster, S. (2008). AMEE Guide no. 34: teaching in the clinical environment. Medical Teacher, 30(4), 347–364.

eLearning Educator Dashboard Update: Enhanced Features to Customize Your Experience!

We're pleased to announce a series of enhancements to the Educator Dashboard, tailored specifically to elevate your teaching experience within ATu. Valuable faculty feedback has driven us to introduce features that simplify course management, saving you time and effort.

1. Create Custom Section Headings for Streamlined Course Organization

We understand the importance of clear organization in your courses. Now, with the latest enhancement, you have the ability to add section headings within the course assignment list. When creating a new course or editing an existing one, easily insert section headings to categorize and structure your content. This feature ensures a more intuitive and organized learning experience for both you and your students.

Image of student course assignment page

2. Use the "Add All" Button for Group Learning Activities

Say goodbye to individually adding multiple activities under a group. The new "Add All" button allows you to quickly incorporate all activities within a group with a single click. This gives you more time for instructional design and engagement and simplifies the step of selecting learning activities.

Image of "Add All" button

3. Click the "Remove All" Button for Effortless Cleanup

The final added helpful feature is the "Remove All" button. Tired of deleting activities one by one? Now, with a single click, you can effortlessly clear your course of all existing activities. This time-saving feature streamlines your course preparation process, allowing you to focus on delivering top-notch education to your students.

Image of "Remove All" button at the bottom right corner

At ATu, we are committed to providing you with tools that enhance your teaching experience and contribute to improved student outcomes. These Educator Dashboard enhancements have been crafted with your needs in mind, offering a more intuitive, streamlined, and time-efficient approach to course management. We can't wait for you to explore these new features!

If you have any questions or need further assistance, please don't hesitate to reach out to our support team. We're always ready to assist!

Key Academic Drivers for the Post Pandemic Classroom

We are all keenly aware of the unique challenges of teaching during the pandemic and in the “post-pandemic” era.  The classroom landscape has changed in many ways for nearly all of us, not to mention the implications for staffing, budgeting, and implementation at the program level. This is why ATu is focusing on our 4 Key Academic Drivers–to help faculty and students thrive in this new and evolving classroom environment:

 

#1 Reduce Financial Burden for Students

Graduate education costs, along with the cost of just about everything else, is rising steadily.  Students often have to pay the price as the cost is passed down to the learner. As educators, the responsibility falls to us to balance cost savings with efficacy when it comes to the resources we require our students to purchase.

Source: Chart of the Day: The Astronomical Rise in College Textbook Prices Vs. Consumer Prices and Recreational Books (link)

While there is definitely some material students can learn well from textbooks (think pathophysiology, human anatomy, and other non-motor skill subject areas), we have been able to carefully phase out many resources in our own classrooms in favor of ATu’s video library within our apps and e-learning content. In the long run, the cost of a 3-year ATu subscription while also eliminating some traditionally required resources, saved close to $1200 per student at some of our adopted programs. As we continue to build more content into the suite, the savings per student will only grow higher.

 

#2 Video-Based Resources for Millenial Learners

Millennials love videos. Between social media, video chat, streaming services, and all the like, every industry is driven by video-based resources. Especially in the post-pandemic era, videos are an essential part of every classroom, especially for the acquisition of motor skill development and emotional intelligence.  

All of our videos are filmed in professional quality with a team of expert clinicians demonstrating the key motor skills for entry level programs, based on the most up-to-date literature. We take the heavy lifting out of filming, organizing, and distributing videos. This allows faculty to focus on innovating and scaffolding their students' learning experience rather than getting bogged down with re-verifying links to old videos each semester. Students are also able to preview these videos prior to class time, improve their retention of the information, and ultimately decrease anxiety surrounding motor skill acquisition. 

 

#3 Clinical reasoning development

Clinical reasoning development is arguably one of the most critical aspects of any entry level program.  Developing good clinicians hinges on the students’ ability to think critically, independently, and effectively–this is why ATu has focused so much on weaving clinical reasoning development into all of our apps, simulations, and e-learning content. 

We have built over 90 e-learning and simulation modules based on Bloom’s Taxonomy to naturally guide students through a low-stakes learning experience, all designed to optimize the understanding, synthesis, and eventual clinical application of their didactic coursework. Faculty can use ATu’s downloadable learning reports to track their students learning and use them directly through the LMS as assignments to ensure continued engagement throughout the semester. 

learning report

These learning reports allow students and faculty to see the past 5 attempts a student has made, their highest score, time spent, and the simulation completed.  Assign shorter microlearning activities ahead of your lab or lecture to ensure students are engaged with the upcoming material or assign it afterwards to confirm understanding and help students review. Whatever you deem appropriate for your classroom, ATu is here to support you as you help to cultivate strong clinical reasoning skills in your students.

 

#4 Supports Students Across the Entire Curriculum

Our last key academic driver is to support students across the entire curriculum. ATu is a constantly growing library of evidence-based resources, built to solve the challenges of today’s classrooms. 

One classroom at a time, we have built apps and simulations spanning the entire curriculum in the hopes that both faculty and students have the high-quality resources they need to enhance teaching and learning, support students during clinical rotations, and help bridge the gap from graduating student to new clinician. ATu is built to support students from day one through their professional journey into the clinic.

 

Sign up for your free faculty access to transform your classroom with ATu today!

Faculty, ProductsMichael Wong
Direct access Faculty Friday webinars & quick app demos

Good news! Now you can easily access Faculty Friday live webinars and quick app demos within the webapp. The direct links are located under the Educator Resources section on the right hand side menu of the homescreen of the webapp.

FACULTY FRIDAY / EVERY FRIDAY 9AM PST

Here is a list of our new webinars our educator team prepared for you. Sign up today!

ALTERNATIVELY, CHECK OUT THESE RECORDED WEBINARS OR SHORT APP DEMOS

If you can’t make it to the above webinars, you can also access the recordings of our past webinars here or step over our self-guided quick app tutorials here during your coffee break!

ProductsSoonghay Guizol
Looking forward to 2023!

Summary

THREE KEY DRIVERS IN OUR PRODUCT DEVELOPMENT

  1. Reduce Financial Burden for Students

  2. Video-Based Resources for Millennial Learners 

  3. Support Students Across the Entire Curriculum

WHAT WE HAVE RELEASED IN 2022

  • eLearning & SIMs -we released over 150 modules and simulations with almost 100,000 learners completed modules with a focus on developing clinical reasoning by gamifying learning

  • Emergency Care & On-Field Simulations

  • Neuroanatomy app

WHAT TO LOOK FORWARD TO IN 2023: 

  • Interprofessional Education Simulation

  • And, more simulations

Faculty, ProductsMichael Wong
2022 Summer release is finally here!

After 2 years of research and development, the ATu team is proud to deliver these new apps and modules to our users. They are now officially available on our web app. Click an app to learn more:

Log in to your ATu account and check it out! Don’t already have an ATu account? Create a trial account here!

 
 

Application

NeuroAnatomy

 
 

We are proud to announce our exciting new NeuroAnatomy App.

Intentionally designed with progressively more challenging activities, it provides opportunities for the learner to build a solid foundation of neuroanatomy for clinical practice. Beautiful graphics include an interactive 3D model of the brain and spinal cord, with actual human anatomical slices that are  labeled with explanations.

Content expert Charlotte Chatto, PT, PhD, Board Certified Clinical Specialist in Neurologic Physical Therapy has had a passion for finding creative ways of teaching neuroanatomy and treating patients with neurologic conditions for over 30 years. 

 Features:

  • In the four Neuroanatomy Explorer Challenges, each with multiple sections, practice questions cover basic concepts, structures, functions, and dysfunctions of the brain and spinal cord. Interactive Mini-Games are incorporated into the Challenges to reward the learner with fun facts about the nervous system. 

  • In Learn by Slice, the learner can choose a slice of the brain or spinal cord and explore the major structures on the slice by clicking on anatomical pins to reveal explanations. 

  • In Learn by Tract, the learner can understand connections between anatomical structures, through short explainer videos, overview images and clickable structures, to reveal the location and function of major motor and sensory tracts.

Simulations & e-Learning

Emergency Care

 
 

The team at ATu is excited to announce the release of two new e-learning emergency care simulations!  Each simulation contains an evolving case scenario with clinical reasoning activities for your students.

In addition to the currently available emergency care simulations:

  • anaphylaxis, avulsed tooth,

  • cardiac compromise (commotio cordis),

  • diabetes,

  • lower extremity musculoskeletal pathology (ankle sprain; knee sprain),

  • respiratory compromise (asthma), and

  • upper extremity musculoskeletal pathology (PIP joint dislocation),

the new simulations contain self-paced learning experiences involving the assessment and emergency care of a patient with a lower extremity musculoskeletal pathology and a patient with exertional sickling.  Each of the emergency care simulations is designed to specifically address the curricular content contained within CAATE Standards 70 and 71.  

We hope you and your students enjoy exploring the two new e-learning emergency care simulations and the entire suite of ATu apps!

  • Learn how to assign these simulations in your syllabus here.

  • Learn how to add videos to lecture and lab here.

  • Determine how to use the learning reports so that you can track student participation.

 

CPG Orthopaedic MiniGames

 
 

Clinical practice guidelines gamified! We are proud to announce the new Musculoskeletal Rehabilitation Foundations set of MiniSIMS built exclusively around the practice standard setting guidelines released by the Academy of Orthopaedic Physical Therapy and Journal of Orthopaedic and Sports Physical Therapy (JOSPT). Each MiniSIM is built with the new learner in mind, starting with patient subjective complaints and objective findings that help with clinical pattern recognition. Testing procedures as described by the guidelines are demonstrated using high definition video and interactive matching of interventions to impairments of body structure and function help a student to connect the dots between examination and treatment.

Best Use Case:

These sims should be used during the week before you teach about a body region (Neck pain/cervical spine for example) as a scaffolding exercise and the building of clinical patterns for students. They can also be used at the end of a week (after cervical spine week, for example…) as a way for the students to connect the dots of all the things that they have learned during that week. These apps were built so that someone with almost no experience can begin their pattern recognition development process.

  • Learn how to assign these simulations in your syllabus here.

  • Learn how to add videos to lecture and lab here.

  • Determine how to use the learning reports so that you can track student participation.

 

Postures

 
 

The Posture SIMs were designed to help students further develop their reasoning skills after they have learned the basics related to posture. Simple clinical scenarios have been created so that students can link postural faults to possible impairments of body structure and function. These impairments are then logically connected to interventions, with sample videos (of the techniques) so that students can connect the dots to techniques that they may not yet have learned. These sims are relatively simple and formative in nature. 

Best Use Case:

These sims should be used during the week of or after the students learn about postural deviations.

  • Learn how to assign these simulations in your syllabus here.

  • Learn how to add videos to lecture and lab here.

  • Determine how to use the learning reports so that you can track student participation.

Preview: Summer Product Release and Faculty Live webinars

A few words from our Education Lead, Dr. Chris Schmidt, about the upcoming summer product release: this covers NeuroAnatomy, a series of simulations and micro-learning modules that include emergency care updates, posture cases, and much more!

How to reinforce students' neurological screenings

As we work our way closer to the beginning of the Spring 2022 semester, it's time to consider your spring coursework, and now is the perfect time to think about the tools and resources that best complement your teaching. When considering the delivery of your coursework, one of the biggest challenges is how to ensure appropriate scaffolding and reinforce the skills we use on a in providing patient care. Students frequently struggle to obtain high-quality resources to reinforce the learning you're teaching, and many find that frustrating and time-consuming.

One of the things that students tend to struggle with is the implementation of neurologically based testing, specifically in the context of evaluation of concussion. Concussion evaluation and treatment has rapidly evolved in the past several years, and so a platform that's able to be nimble and stay up to date on the ever-evolving evidence is critical.

The ATu portal is a crucial resource for your students to reinforce their neurological screenings, as it includes:

And more!

The particular challenge with these skills is that they are SO specific in the technical details for accurate and reliable performance, and the ATu portal allows for students to practice with high-quality reference materials. While these skills may not be used daily, when they are deployed, there's no room for error in dealing with these challenging diagnoses. As such, high-quality and effective repetitions are VITAL.

Get full Faculty Access

Faculty, ProductsMichael Wong
Flipping the Script to Optimize Learning with ATu

With the transition to the entry-level Master’s degree for athletic training, educators have been forced to condense the knowledge and skills of a 3+ year educational experience into two short years. Additionally, with the inclusion of immersive clinical experiences, classroom and laboratory learning time has been further concentrated. While the benefits of immersed clinical experience are known and valuable, it forces educators to make optimal use of the limited in-person experiences, and ATu is here to make our lives better.

One of the biggest challenges for graduate educators is balancing the integration of past knowledge (sometimes delivered by another institution or educator with unknown quality) with new content and layered situated learning to maximize retention. Accomplishing all this is a difficult feat regardless of time constraints, however, is exacerbated through the expedited nature of the timeline of graduate work. It requires graduate educators to be innovative and leverage technology solutions to facilitate out-of-classroom learning, which maximizes the value of in-class time. 

Educators provide optimal value when we provide students the opportunity to integrate knowledge in real-life situational environments. As such, any opportunity to provide high-quality, out-of-class preparatory experience is critical to success, and this is the true value of the ATu platform.

Envision the following:

1. Prior to class

Prior to class, students are provided a link to the ATu portal to review specific range of motion, palpation, and common orthopedic tests for the body region they will learn about.

2. Night before

Students complete a brief, 10 question quiz due the night before class with low stakes (either ungraded or worth minimal points) as a “keycard to the classroom”.

3. Start class

Educators quickly review the common errors in their quizzes, and start class with a targeted review of those common sticking points

4. During class

Educators then spend classtime with a targeted psychomotor demonstration and practice time, and supplement with real-life scenarios and clinical integration

5. Simulation Learning

Students complete a simulated experience at the end of the body region, to integrate all their knowledge on a simulated virtual patient. This encounter is graded automatically, can be completed multiple times, and students submit their certificate of completion with an affiliated grade to your LMS.

Think about how engaging that experience is! Classroom time is optimized for focused practice, clinical integration, and pearls of knowledge from experienced AT educators. This is VALUE added to the educational experience, and can truly transform the student experience.


 learn more about how atu ENHANCES student learning

  • Schedule an app demo with Dr. Chris Schmidt

  • Join our weekly live faculty webinars

  • If you are ready to adopt, explore the suitable purchase options for your school!

Faculty, ProductsMichael Wong
Emergency Care & On-Field Care Simulations are out!

After a long hard year, the ATU team salutes all faculty for going above and beyond to keep learning going! As a special gift from ATU, we spent all year dreaming about clinical reasoning development using simulations. Throughout 2021, the team worked closely with faculty to develop clinical scenarios that will enhance clinical reasoning development in a low risk, asynchronous and formative way!

Each evidence-based simulation contains “Educator specific information” and a “Simulation Key.” These simulations are designed around addressing CAATE standards: 70,72,78

Emergency Care Simulations

On-Field Care Simulations

A special shout out to the amazing faculty who contributed to this work:

  • Matt Mills- ATU program expert, Assistant Professor of Athletic Training, Springfield College

  • Paul Geisler- Simmons University (Former Director Ithaca College Athletic Training Program)

  • Jaclyn Schwieterman- Director and Chair, Athletic Training and Sports Medicine Program, Marietta College

  • David Marchetti- Athletic Trainer and Clinical Professor, King’s College

  • William Adams- Assistant Professor, Department of Kinesiology, University of North Carolina

  • Timothy Kulpa- Clinical education director and Clinical Professor, King’s College

  • Nicholas Tavoukjian, Certified Athletic Trainer, Ph.D. candidate, Azusa Pacific University

Wishing you a great new year of teaching and learning! 

Your Partner in Education,

The ATU Team


 learn more about how atu ENHANCES student learning

  • Schedule an app demo with Dr. Chris Schmidt

  • Join our weekly live faculty webinars

  • If you are ready to adopt, explore the suitable purchase options for your school!

Faculty, ProductsMichael Wong
Simulations feature update: Download your learning report

Here’s how you can download your “ATu Interactive Learning Report “ and email it to your instructor.

  1. After you have completed the module, the download button will be available on the module page.

  2. Click to “Download Learning Report (PDF)”

  3. Email the PDF file to your professor OR upload the PDF file to your learning platform

Download Learning Report feature is available on each Simulation module.

PDF version of ATu Interactive Learning Report.

Challenge your clinical knowledge virtually with ATu!

Products, GuideMichael Wong
New Simulations Announcement!

ATu is delighted to announce new simulation & microlearning modules that have just been added to the web app.

  • Prepare for tests and quizzes

  • Self-knowledge checks

  • Develop clinical reasoning

  • Board exam test preparation

Physical Agents Simulations

  • Transcutaneous Electrical Nerve Stimulation for Low Back A

  • Transcutaneous Electrical Nerve Stimulation for Upper Extremity

  • Interferential Current for Upper Extremity

  • Interferential Current for Low Back

ROM/MMT Simulations

  • Shoulder External rotation

  • Knee Extension

  • Elbow Flexion

  • Ankle Dorsiflexion

  • Toe Extension

  • Hip Abduction

ProductsMichael Wong
Simulations: Augmented clinical experience!

As we continue to move through the "new normal" of higher education and AT education, it is increasingly clear that technology can assist with the development of highly functioning athletic trainers. Through the use of simulation, students can gain repetition and develop pattern recognition to allow for more effective clinical care with their respective patient populations. This has increasingly been evident through the challenge of developing and maintaining high-quality clinical affiliations and helps mitigate some of the uncertainty regarding the availability of clinical sites. This exciting development is consistent with the CAATE standards, which allow for simulation to supplement clinical experience to demonstrate compliance with the standards.

As such, the ATu faculty team is excited to announce the launch of ATu simulations - ROM/MMT and Physical Agents (Sign up for your complimentary faculty access here to explore the ATu web app today), which can allow your students to engage in clinical decision-making in a low-stakes environment to augment clinical experiences. By allowing students to gain exposure to an increasing variety of health conditions to supplement in-class experiences and clinical exposures, students can gain the confidence needed to make appropriate and reasonable clinical decisions.

Click any below image for a better viewing

Additionally, the use of "Mini-Games" to reinforce key learning points or skills can allow for students to get the virtual "reps" that are needed to engrain quality procedures and protocols through the skill development process. These simulations can allow for students to quickly verify their understanding of key clinical concepts, and allow them to more easily integrate into their clinical experiences upon arrival.

We're thrilled to provide these additional resources to enhance student learning and look forward to your feedback. Please don't hesitate to reach out if you have any questions, comments, concerns, or just want to set up a 1 on 1 talk to discuss how to integrate these into your current pedagogy.


learn more about how atu ENHANCES student learning

  • Schedule an app demo with Dr. Chris Schmidt

  • Join our weekly live faculty webinars

  • If you are ready to adopt, explore the suitable purchase options for your school!

Faculty, ProductsMichael Wong
How ATu supports the CAATE Standards!

For the past year, the ATu team has been beefing up the web app suite. Our goal is to make learning easy by providing a web-based centralized solution to the Athletic Training Education community.

Here’s how our apps support the CAATE standards:

CAATE Standards / Section IV: Curricular Content ATu package
Prerequisite Coursework and Foundational Knowledge
54: Professional program
55: Foundational Knowledge
Care Plan
69: Develop a care plan for each patient.
Examination, Diagnosis, and Intervention
70: Evaluate and manage patients with acute conditions
71: Perform an examination to formulate a diagnosis
73: Select and incorporate interventions
74: Educate patients regarding appropriate pharmacological agents
75: Administer medications or other therapeutic agents
76: Evaluate and treat a patient with brain injury
78: Select, fabricate, and/or customize assistive devices
Prevention, Health Promotion, and Wellness
79: Develop/implement strategies for long-term health conditions
86: Select/fit/remove protective equipment to reduce the risk of injury/re-injury
 
app_icon_crutches_android.png

ATU: Assistive Devices

  • Fitting Crutches and Canes

  • Ascending/Descending Stair Instruction

CAATE Standard: 78

78: Select, fabricate, and/or customize prophylactic, assistive, and restrictive devices, materials, and techniques for incorporation into the plan of care.


app_icon_cardiopulm_android.png

ATU: Cardiopulmonary Rehabilitation

  • Overview of common cardiac conditions

  • Assessment of Vital Signs including lung sounds and cardiac auscultation

CAATE Standards: 71/79

71: Perform an examination to formulate a diagnosis and plan of care for patients with health conditions commonly seen in athletic training practice. T

79: Develop and implement strategies to mitigate the risk for long-term health conditions across the lifespan.


 ATU:Emergency Care

Overviews of emergent conditions including:

  • Cardiac Compromise

  • Respiratory Compromise

  • Environmental Conditions

  • Cervical Spine Injury

  • Fractures and Dislocations

  • Anaphylaxis

  • Drug Overdose

  • Diabetes

  • Emergent interventions for the above conditions

CAATE Standard: 70

70: Evaluate and manage patients with acute conditions, including triaging conditions that are life threatening or otherwise emergent


app_icon_exercise_pattern_android.png

ATU:Exercise Patterns

  • Videos of mobility, stretching, and strengthening exercises for full body based on pain, mobility limitations, and sensory deficits

  • Post-operative guidelines for common surgeries

  • Performance training for injury prevention

CAATE Standard: 73

73: Select and incorporate interventions (for pre-op patients, post-op patients, and patients with nonsurgical conditions) that align with the care plan.


ATU:Gait

  • Video breakdown of gait pattern with application of ROM and muscle activity

CAATE Standard: 71

71: Perform an examination to formulate a diagnosis and plan of care for patients with health conditions commonly seen in athletic training practice


app_icon_neuro.png

ATU:NeuroExam

  • Videos of

    • Motor Control Videos of Assessments

    • Sensation Videos testing of all types

    • Muscle Tone assessment for UE and LE

    • Typical and pathological performance of deep tendon reflexes

    • Coordination testing

    • Variety of Balance and Gait Assessments

    • Assessment of Vestibular Dysfunction

    • Cranial Nerve Exam

CAATE Standard: 71/76

71: Perform an examination to formulate a diagnosis and plan of care for patients with health conditions commonly seen in athletic training practice

76: Evaluate and treat a patient who has sustained a concussion or other brain injury, with consideration of established guidelines.


ATU:Orthopaedics

  • Breakdown of presentations of various pain patterns and injuries with ideas for physical exam, special tests, manual therapy, and exercises

  • Combines orthopedic evaluation and interventions

CAATE Standard: 69/71/73

69: Develop a care plan for each patient.

71: Perform an examination to formulate a diagnosis and plan of care for patients with health conditions commonly seen in athletic training practice

73: Select and incorporate interventions (for pre-op patients, post-op patients, and patients with nonsurgical conditions) that align with the care plan.


ATU:PNF

  • Video breakdown of principles and philosophy of PNF.

  • Videos of techniques, patterns, and progression of skills development for advancing functional abilities

CAATE Standard: 73

73: Select and incorporate interventions (for pre-op patients, post-op patients, and patients with nonsurgical conditions) that align with the care plan.


ATU:Patient Education

  • Information and videos for patients to utilize for home programing and to better understand their condition

CAATE Standard: 69/71/73

69: Develop a care plan for each patient.

71: Perform an examination to formulate a diagnosis and plan of care for patients with health conditions commonly seen in athletic training practice

73: Select and incorporate interventions (for pre-op patients, post-op patients, and patients with nonsurgical conditions) that align with the care plan.


app_icon_pharma_android.png

ATU: Pharmacology

  • Information on a variety of medications and clinical implications of utilization of these medications

CAATE Standard: 74/75

74: Educate patients regarding appropriate pharmacological agents for the management of their condition, including indications, contraindications, dosing, interactions, and adverse reactions.

75: Administer medications or other therapeutic agents by the appropriate route of administration upon the order of a physician or other provider with legal prescribing authority.


app_icon_physical_agents_android.png

ATU: Physical Agents

  • Information about all types of physical modalities including Purpose, use, contraindications or precautions, set, and patient education

CAATE Standard: 73

73: Select and incorporate interventions (for pre-op patients, post-op patients, and patients with nonsurgical conditions) that align with the care plan.

 
app_icon_physical_agents_sim.png

ATU: Physical Agents Simulations (Fall release)

Short patient-based scenarios are designed to help students apply and interpret learned knowledge in a simulated clinical environment.

CAATE Standard: 73

73: Select and incorporate interventions (for pre-op patients, post-op patients, and patients with nonsurgical conditions) that align with the care plan.


ATU: ROM, MMT, and Palpation

  • Videos of

  • Palpation for bony landmarks and soft tissues

  • ROM and MMT for all joints and movements

  • Neuro-screens for all dermatomes, myotomes, and reflexes

CAATE Standard: 71

71: Perform an examination to formulate a diagnosis and plan of care for patients with health conditions commonly seen in athletic training practice.

 
app_icon_rom_sim.png

ATU: ROM, MMT, and Palpation (Fall release)

Short patient-based scenarios are designed to help students apply and interpret learned knowledge in a simulated clinical environment.

CAATE Standard: 71

71: Perform an examination to formulate a diagnosis and plan of care for patients with health conditions commonly seen in athletic training practice.


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ATU: Special Tests

  • Videos of special tests for full body

  • Background information and evidence base of on all special tests

CAATE Standard: 71

71: Perform an examination to formulate a diagnosis and plan of care for patients with health conditions commonly seen in athletic training practice.


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ATU: Evidence-Based Taping

  • Videos demonstrating the theory, application, and evidence behind common taping interventions

CAATE Standard: 78/86

78: Select, fabricate, and/or customize prophylactic, assistive, and restrictive devices, materials, and techniques for incorporation into the plan of care.

86: Select, fit, and remove protective equipment to minimize the risk of injury or re-injury


ATU: Surface Anatomy Palpation (Fall release)

  • In-depth demonstration of palpation of common and relevant anatomic structures

CAATE Standard: 54/55

54: The professional program requires prerequisite classes in biology, chemistry, physics, psychology, anatomy, and physiology at the postsecondary level.

55: Students must gain foundational knowledge in statistics, research design, epidemiology, pathophysiology, biomechanics and pathomechanics, exercise physiology, nutrition, human anatomy, pharmacology, public health, and health care delivery and payor systems.


learn more about how atu ENHANCES student learning

  • Schedule an app demo with Dr. Chris Schmidt

  • Join our weekly live faculty webinars

  • If you are ready to adopt, explore the suitable purchase options for your school!

Products, FacultyMichael Wong
New evidence-based learning apps for this Fall

The fall is just a month a way and the ATu team has been working tirelessly to create new apps to enhance teaching and learning! After careful assessment of the various curricular needs, ATu is releasing new products this Fall.

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Evidence-based Taping

The first evidence-based taping app that covers the most common taping techniques including basic principles of taping and materials

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Surface Anatomy Palpation

A groundbreaking app mixing the art and science of a master clinician (all muscles, bones, and nerve entrapment are hand-drawn onto the subject)

//Return to our normal Discounted Student Pricing//
In 2020, we gave ATu to all faculty and students for free to support education during the challenging year.

We are back to our normal discounted pricing for students to continue to support filming of patients, new app development, and simulation development; only $99.00 per year, (Full value $199/year), which is $8.25/month. There are enhanced savings for multiple-year subscriptions and additional discounts for bulk orders by academic programs.

For schools: Please follow this link to submit your request and place the order early. We want to make sure your students will have ATu on the first day of class.

For students: Buy direct on our website and enjoy over 50% off student rates.

For the teaching community: On top of these releases, our faculty team is hosting regular webinars throughout the year. We will discuss ways to enhance hybrid learning with ATu and dive into specific specialty areas. If you can't make it to the live webinars, that's ok. You can view these recorded webinars at your leisure here.


ProductsMichael Wong
PNF App is finally here!

Dear Faculty Fellows,


The Proprioceptive Neuromuscular Facilitation App (PNF) has been added to your ATuWeb App Suite!

Announcement from Dr. Michael Wong

App WalkThrough and Lab Handouts

You can find the PNF lab handouts here. It’s under the “Teaching Content” section.

If you are a faculty member and don't have an ATu login, please submit your request here.

Please feel free to start using it and sending us feedback to care@atu.health. We can make adjustments "Over the air"!

ProductsMichael Wong