Courses

The listing of a course description here does not guarantee a course’s being offered in a particular semester. Please refer to the published schedule of classes on the Student Link for confirmation a class is actually being taught and for specific course meeting dates and times.

  • SAR AT 510: Examination & Treatment I
    This is the first of a 3-semester course series provides the student with a process for prevention, examination, diagnosis, and treatment of patients. The course begins with study of the basic principles and underlying theories relating to examination and treatment techniques and applies them to examination, diagnosis and management of patients in acute distress. Includes certification in emergency cardiac care. Lecture and lab.
  • SAR AT 511: Examination & Treatment II
    The second course in this 3-semester series focuses on application of the principles of prevention, examination, diagnosis, and treatment to patients with musculoskeletal conditions. The examination process emphasizes connecting identified impairments to the patient's functional abilities and then designing interventions that maximize participation. Lecture and lab.
  • SAR AT 512: Examination & Treatment III
    The final course in this 3-semester series focuses on application of the principles of prevention, examination, diagnosis, and treatment to patients with musculoskeletal conditions. The examination process emphasizes connecting identified impairments to the patient's functional abilities and then designing interventions that maximize participation. Lecture and lab.
  • SAR AT 520: Functional Anatomy AT
    Builds on a previous knowledge of human musculoskeletal anatomy to examine human movement. Principles of biomechanics, connective tissue behavior, and muscle physiology are integrated with joint structure and function to form the basis of understanding normal and pathological movement. Students must register for two sections: lecture and discussion.
  • SAR AT 525: Connecting Policy to Practice
    This class uses a case-based approach to learning about the development and implementation of policies and procedures that impact delivery and quality of care. Specific content that is linked to policy (such as concussion and catastrophic head and neck injury) will be introduced, with students gaining concurrent skill in the management of these conditions.
  • SAR AT 530: Behavioral Health
    The focus of this course is on identification, referral, and treatment options for patients with organic and non-organic mental health conditions.
  • SAR AT 572: Principles of Evidence Based Practice
    This course will develop essential skills for evidence-based practitioners in health care. Students will learn how to generate clinical questions; interpret, access, evaluate, and integrate relevant research literature; integrate their own clinical experience and the values and circumstances of their patients into principled clinical decision making; and select and use outcome measures to assess treatment effectiveness.
  • SAR AT 597: Clinical Experience I
    This initial supervised clinical experience provides students with an introduction to clinical care. This course emphasizes foundations of clinical care, including the use of evidence to guide practice, cultural competence, interprofessional practice, communication, ethical decision-making, documentation, and patient-centered care. The discussion-based classroom component is designed to facilitate critical thinking and reflection on practice.
  • SAR AT 598: Clinical Experience II
    This supervised clinical experience provides students with continued clinical care opportunities. This course continues to emphasize foundations of clinical care, including the use of evidence to guide practice, cultural competence, inter-professional practice, communication, ethical decision- making, documentation, and patient-centered care. The discussion-based classroom component is designed to facilitate critical thinking and reflection on practice.
  • SAR AT 599: Clinical Experience III
    This full-time clinical experience is designed for immersion into supervised athletic training practice. Working closely with preceptors, students will gain continued experience in all aspects of athletic training practice. Didactic elements of this course encourage students to use academic writing to relate their clinical experiences to the core competencies for healthcare professionals. Dates may vary by site.
  • SAR AT 600: Clinical Experience IV
    This full-time clinical experience is designed for immersion into supervised athletic training practice. Working closely with preceptors, students will gain continued experience in all aspects of athletic training practice. An on-line component provides a forum for reflection on practice and further development of foundations of clinical care. This experience begins in August and continues into October. Dates vary by sites.
  • SAR AT 601: Clinical Experience V
    This full-time clinical experience is designed for immersion into supervised athletic training practice. Working closely with preceptors, students will gain continued experience in all aspects of athletic training with an emphasis on inter-professional practice. An on-line component provides continual assessment and opportunities for reflection on practice. This experience begins in January and continues into April. Dates vary by sites.
  • SAR AT 625: Evidence to Practice
    This course is designed to connect evidence to practice and is taken concurrently with AT 600: Clinical Experience IV. Delivered in a mixture of on-line and face-to-face formats, students will identify and respond to clinical questions, integrate quality of care measurements, and reflect on how evidence impacts their practice.
  • SAR AT 630: Pharmacology
    This course provides information on pharmacology as it relates to athletic training practice.
  • SAR AT 631: Health Promotion & Wellness
    This course emphasizes theory and strategies for behavioral change relating to healthy lifestyles and specific health conditions. Basic principles of nutrition and exercise as they pertain to health and activity are included.
  • SAR AT 632: Health Care Management and Quality Improvement
    This course focuses on fundamental principles of administration and evaluation of the delivery of athletic training services in the context of the larger health care system. Strategies to achieve the best patient outcomes by collecting, analyzing, and effecting change using qualitative and quantitative information will be emphasized.
  • SAR AT 633: Performance Enhancement in Sport
    This course presents information to assist clinicians in development and execution of assessment and corrective intervention programs intended to improve movement patterns to maximize performance for sport and health and reduce injury risk for patients.
  • SAR AT 634: Diagnostic Procedures for Athletic Trainers
    This course identifies and describes various modes of imaging techniques and tests used in medical practice for the neuromusculoskeletal, cardiovascular, and pulmonary systems. The process of diagnosis in the context of the athletic trainer's practice is discussed. Identification of basic radiological pathology and test results that directly impact athletic training care and prognostication are emphasized, as well as integration of test/imaging results in the athletic training evaluation and plan of care. Correlation of test results with clinical examination findings are emphasized to allow the student to engage in professional dialogue with other health care providers.
  • SAR AT 650: Clinical Reasoning Capstone
    This culminating course features a series of activities designed to assess students' readiness to practice as athletic trainers.
  • SAR AT 672: Patient-Oriented Evidence for Athletic Trainers
    This course, arranged to meet the needs of the individual student, is designed to provide the student with a substantial foundation in core knowledge and clinical application of the principles of evidence-based practice. Faculty will work with students to determine their baseline level of knowledge regarding foundations and application of EBP principles. Working from this baseline, specific learning objectives and expected outcomes will be determined.