Weber State University s3

Course Name: Clinical Application of Athletic Training 4 Course Prefix: AT Course Number: 4501 Submitted by (Name & E-Mail): Jennifer Ostrowski, [email protected]

Current Date: 11/3/14 College: Education Department: HP&HP From Term: Fall 2015

Substantive Credit hours change

Current Course Subject: Current Course Number:

New/Revised Course Information:

Subject: Course Number:

Check all that apply: This is for courses already approved for gen ed. Use a different form for proposing a new gen ed designation. DV CA HU LS PS SS EN AI QL TA TB TC TD TE Course Title: Introduction to Athletic Training

Abbreviated Course Title: Clinical 4

Course Type: LEC Credit Hours: 4 or if variable hours: to

Contact Hours: Lecture 2 Lab Other 2 (clinical internship experience, ~20 hours/week)

Repeat Information: Limit 0 Max Hrs 0 Grading Mode: standard

This course is/will be: a required course in a major program a required course in a minor program a required course in a 1- or 2- year program elective Prerequisites/Co-requisites: AT 3200, AT 4101, AT 4201, AT 4500.

Course description (exactly as it will appear in the catalog, including prerequisites): Credits: (4) Typically taught: Spring [Full Sem] Provides an opportunity for students to receive skill proficiency testing in the areas of advanced therapeutic exercise, advanced therapeutic modalities, and musculoskeletal injury assessment (upper and lower extremity). Prerequisites: AT 3200 and AT 4101 and AT 4201 and AT 4500.

1 Justification for the new course or for changes to an existing course. (Note: Justification should emphasize academic rationale for the change or new course. This is particularly important for courses requesting upper-division status.)

The program will move to 4 semesters, rather than 6. For this reason, the 6 clinical classes will be condensed to 4 classes, and these 4 classes will be renamed to indicate 1-4 (vs I-VI).

This course will be 4 credit hours as it requires 300 clinical rotation (internship) hours in addition to 2 hours of classroom time per week.

2 INFORMATION PAGE for substantive proposals only

1. Did this course receive unanimous approval within the Department?

If not, what are the major concerns raised by the opponents?

2. If this is a new course proposal, could you achieve the desired results by revising an existing course within your department or by requiring an existing course in another department?

We have revised 3 of the clinical courses (AT 3500, 3501, 4500) but are creating a new number for the 4th course in order to make the numbering sequence more intuitive to students and advisors

3. How will the proposed course differ from similar offerings by other departments? Comment on any subject overlap between this course and topics generally taught by other departments, even if no similar courses are currently offered by the other departments. Explain any effects that this proposal will have on program requirements or enrollments in other department. Please forward letters (email communication is sufficient) from all departments that you have identified above stating their support or opposition to the proposed course.

This will have no impact on other courses, it is a restructuring of the AT program’s current clinical course sequencing

4. Is this course required for certification/accreditation of a program?

No; accreditation standards do not require specific courses, rather they do require specific educational competencies to be addressed. This course will address the following competencies:  Assess and interpret findings from a physical examination that is based on the patient's clinical presentation. This exam can include: assessment of posture, gait, and movement patterns (CE-21a), and assessment of quantity and quality of osteokinematic joint motion (CE-21d).  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: upper extremity (CIP- 4a), lower extremity (CIP-4b), head (CIP-4c), thorax (CIP-4e)  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

3 restrictions in activities and participation. Formulate and communicate the appropriate return to activity protocol (CIP-5)  Instruct clients/patients in the basic principles of ergodynamics and their relationship to the prevention of illness and injury (PHP-19)  Describe and differentiate the physiological and pathophysiological responses to inflammatory and non- inflammatory conditions and the influence of these responses on the design, implementation, and progression of a therapeutic intervention (TI-1)  Compare and contrast contemporary theories of pain perception and pain modulation (TI-2)  Differentiate between palliative and primary pain-control interventions (TI-3)  Compare and contrast the variations in the physiological response to injury and healing across the lifespan (TI-5)  Describe common surgical techniques, including interpretation of operative reports, and any resulting precautions, contraindications, and comorbidities that impact the selection and progression of a therapeutic intervention program (TI-6)  Identify patient- and clinician-oriented outcomes measures commonly used to recommend activity level, make return to play decisions, and maximize patient outcomes and progress in the treatment plan (TI-7)  Design therapeutic interventions to meet the following treatment goals: assess the patient to identify indications, contraindications, and precautions applicable to the intended intervention (TI-11a), position and prepare the patient for various therapeutic interventions (TI-11b), describe the expected effects and potential adverse reactions to the patient (TI-11c), instruct the patient how to correctly perform rehabilitative exercises (TI-11d), apply the intervention, using parameters appropriate to the intended outcome (TI-11e), reassess the patient to determine the immediate impact of the intervention (TI-11f).  Use the results of on-going clinical examinations to determine when a therapeutic intervention should be progressed, regressed or discontinued (TI-12)  Describe the relationship between the application of therapeutic modalities and the incorporation of active and passive exercise and/or manual therapies, including, therapeutic massage, myofascial techniques, and muscle energy techniques (TI-13)  Describe the use of joint mobilization in pain reduction and restoration of joint mobility (TI-14)  Perform joint mobilization techniques as indicated by examination findings (TI-15)  Analyze gait and select appropriate instruction and correction strategies to facilitate safe progression to functional gait pattern (TI-17)  Explain the relationship between posture, biomechanics, and ergodynamics and the need to address these components in a therapeutic intervention (TI-18)

If so, a statement to that effect should appear in the justification and supporting documents should accompany this form.

5. For course proposals, e-mail a syllabus to Faculty Senate which should be sufficiently detailed that the committees can determine that the course is at the appropriate level and matches the description. There should be an indication of the amount and type of outside activity required in the course (projects, research papers, homework, etc.).

Please mail a signed approval page to the Faculty Senate Office, MA 210J, MC 1003.

4 WEBER STATE UNIVERSITY DEPARTMENT OF HEALTH PROMOTION AND HUMAN PERFORMANCE Athletic Training Program Spring 2017

Course: AT 4501 Clinical Application of Athletic Training 4 (4 credits) Week Schedule: M 10:30-12:20 Instructor: Jennifer Ostrowski, PhD, LAT, ATC Office: SB302E Office Hours: M/W, 8:30-10am, Tues 12:30-2pm Phone: 801-626-7224 Email: [email protected]

Course Description: Provides an opportunity for students to receive skill proficiency testing in the areas of advanced therapeutic exercise, advanced therapeutic modalities, and musculoskeletal injury assessment (upper and lower extremity). Prerequisite: AT 3200, AT 4101, AT 4201, AT 4500.

Course Goals & Objectives: The goals of this course are to contribute to the student’s professional preparation by reviewing the knowledge, comprehension and application of the cognitive and psychomotor competencies. Students will then demonstrate their ability to analyze, synthesize, and evaluate the clinical proficiencies related to this course.

Required Texts: 4501 Competency Packet (purchase from bookstore). Prentice, W.E. (2014) Arnheim’s Principles of Athletic Training, 15th Edition. McGraw-Hill. ISBN-13 9780078022647

Course Objectives (based on CAATE 5th Edition Competencies): 1. Assess and interpret findings from a physical examination that is based on the patient's clinical presentation. This exam can include: assessment of posture, gait, and movement patterns (CE-21a), and assessment of quantity and quality of osteokinematic joint motion (CE-21d). 2. 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: upper extremity (CIP-4a), lower extremity (CIP- 4b), head (CIP-4c), thorax (CIP-4e) 3. 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 (CIP-5) 4. Instruct clients/patients in the basic principles of ergodynamics and their relationship to the prevention of illness and injury (PHP-19) 5. Describe and differentiate the physiological and pathophysiological responses to inflammatory and non-inflammatory conditions and the influence of these responses on the design, implementation, and progression of a therapeutic intervention (TI-1) 5 6. Compare and contrast contemporary theories of pain perception and pain modulation (TI-2) 7. Differentiate between palliative and primary pain-control interventions (TI-3) 8. Compare and contrast the variations in the physiological response to injury and healing across the lifespan (TI-5) 9. Describe common surgical techniques, including interpretation of operative reports, and any resulting precautions, contraindications, and comorbidities that impact the selection and progression of a therapeutic intervention program (TI-6) 10. Identify patient- and clinician-oriented outcomes measures commonly used to recommend activity level, make return to play decisions, and maximize patient outcomes and progress in the treatment plan (TI-7) 11. Design therapeutic interventions to meet the following treatment goals: assess the patient to identify indications, contraindications, and precautions applicable to the intended intervention (TI-11a), position and prepare the patient for various therapeutic interventions (TI-11b), describe the expected effects and potential adverse reactions to the patient (TI-11c), instruct the patient how to correctly perform rehabilitative exercises (TI-11d), apply the intervention, using parameters appropriate to the intended outcome (TI-11e), reassess the patient to determine the immediate impact of the intervention (TI-11f). 12. Use the results of on-going clinical examinations to determine when a therapeutic intervention should be progressed, regressed or discontinued (TI-12) 13. Describe the relationship between the application of therapeutic modalities and the incorporation of active and passive exercise and/or manual therapies, including, therapeutic massage, myofascial techniques, and muscle energy techniques (TI-13) 14. Describe the use of joint mobilization in pain reduction and restoration of joint mobility (TI-14) 15. Perform joint mobilization techniques as indicated by examination findings (TI-15) 16. Analyze gait and select appropriate instruction and correction strategies to facilitate safe progression to functional gait pattern (TI-17) 17. Explain the relationship between posture, biomechanics, and ergodynamics and the need to address these components in a therapeutic intervention (TI-18)

Community Engaged Learning Outcomes: 1. Civic Knowledge (Apprentice level): Explains knowledge from Athletic Training to community engagement. 2. Civic Skills (Novice level): Identifies activities that positively impact the greater good with little or no mention of involvement in the community to address a civic problem. 3. Civic Values (Apprentice level): Explains that one wants to make a difference without elaborating on the complexities of what it takes to do so. 4. Civic action (Apprentice level): Explains one’s commitment to community engagement experiences now and in the future without a clear plan for how to implement said commitment. 5. Students will gain experience working with diverse patient populations and more varied clinic and/or athletic environments. 6. Students will interact with a large variety of healthcare professionals.

Clinical Assignment Attendance Policy: Required attendance in the athletic training clinic/room, practices/games, or clinical/industrial/corporate setting according to your schedule is determined and approved by your supervising Preceptor (clinical instructor). If you must miss any clinical experience time it is your responsibility to notify your supervising Preceptor of the absence and identify what arrangements have been made to provide adequate coverage in your absence. After attending to practices/games/patients, remain until all athletes/patients are appropriately cared for and equipment is cleaned and put away, unless prior permission to leave early is granted by the supervising Preceptor.

Students are assigned to a clinical experience for a purpose. A student is not allowed to deviate from his/her clinical assignment at his/her leisure for any reason. Any changes to a clinical assignment for any reason needs to be made by the AT Program Director and/or Clinical Education Coordinator. A 5-point grade reduction to your final clinical class grade will occur each time the ATProgram Director and/or Coordinator of Clinical Education determines that a student is at the wrong clinical assignment (e.g., Preceptor from your assignment calls and says “….where is Mary”).

Class Attendance Policy 6 Students are EXPECTED to meet with his/her classroom instructor and attend every class meeting during the designated time. Attendance will be taken daily. Students are allowed one “free” absence. Subsequent absences will result in lowering final grade by 1% for each absence. Tardiness will not be tolerated. Early is on time. Two tardies = 1 absence. Competencies/proficiencies assessed and signed in class during an absence must be made up by the student OUTSIDE of CLASS.

Evaluations: Please refer to your course calendar for due dates. Assignments (course objectives in parentheses) Points 1. Preceptor Evaluations (2 midterm @ 30 pts, 2 final @ 100 pts) (CEL 1-6) 260 points 2. 4501 Competency Packet (1-17) 275 points 3. Guest Speaker (10 points, extra credit available) (CEL 6) 10 points 4. Service Hours (3 points per hour w/ reflection) (CEL 1-6) 60 points 5. Midterm O/P Exam (2-3) 100 points 6. Final O/P Exam (2-3) 200 points 7. Cumulative Written Exam (1, 4-14, 17) 200 points Total 1105 points

Final Grade The final course grade will be assigned according to the following percentages of total points possible. PLEASE NOTE: final grades are NOT rounded. Students must earn the minimum percentage required in order to earn the corresponding letter grade (for example, 79.8 is a C+, not a B-).

Course Requirements and Grading Procedures:

Complete 300 hours of practical experience. An up-to-date record of time spent fulfilling athletic training duties should be recorded on official monthly and semester time sheets only. Copies of these sheets are due to the classroom instructor monthly (by the first class session of the following month) and on or before the last day of finals. Please be sure to completely fill out the document before submitting it to the classroom instructor. a. You will be assigned on 2 rotations during the spring semester. a.i. The first rotation (winter) you will continue until the sport season comes to an end; a.ii. The second rotation (spring) will begin following the ending of your winter sport season; this will be a highly variable in length due to tournament play, etc. b. You cannot do more than 25 hours/week at your clinical site. c. You MUST attend your site a minimum of 2 days/week ALL SEMESTER (even if you have completed your minimum number of hours required). d. If you are having problems acquiring your clinical hours during either rotation, please see the Clinical Education Coordinator ASAP. e. The Clinical Education Coordinator will handle special situations on an as-needed basis and reserves the right to make any changes necessary to the clinical rotations that will allow the student to achieve the course requirements. f. Failure to complete 250 hours by the last day of the classes will result in an automatic “E” in the course. If a student is short of the minimum hours by less than 50 hours (short 1-49 hours), his/her final grade in the course will be reduced by 0.25% for each missing hour.

1. Preceptor evaluations of duties and skills (260 points). These are required to receive a passing grade. a. Mid-term (30 points each, winter and spring) – You should meet with your Preceptor for a mid-rotation evaluation at your first rotation after roughly ½ of your hours with them (see due dates). This meeting should be documented in writing by you. After meeting with your Preceptor, type-up a summary of your conversation. Print out the summary, have your Preceptor sign it, and then turn it in to your instructor. b. Final (100 points each, winter and spring) – The final evaluation form should be completed by the Preceptor and signed by the Preceptor and the student.

2. Successful completion of Athletic Training Clinical Competency/Proficiency Package (275). See Course Assignment Instructions below. Successful completion of each of the Athletic Training Clinical Competency/Proficiency Package assignments. 5 points per unit for skills, written assignments are worth 20 points each. These involve written assignments that must be submitted (in syllabus) as well as preceptor signatures. NOTE: units 12-15 must be completed with your preceptor at your clinical site using REAL PATIENTS!  Unit 1: EAP Critique (20 pts)  Unit 2: EBP Project (100 pts)  Units 3-10 (5 pts each; 40 pts total)  Unit 11: Aquatic Therapy (20 pts)  Unit 12: Posture/Gait (20 pts)  Units 13-18 (CPs) (3 @ 5 pts each, 3 @ 20 pts each; 75 pts total)

 EBP Project (100): The student will be assigned a common orthopedic injury that typically requires surgical intervention and extensive rehabilitation. Students will review the evidence-based practice (EBP) literature surrounding evaluation, surgical management, and rehabilitation of the injury. Additional information is provided in the Course Packet and the assignment rubric (Canvas). Failure to submit a rough draft by the date indicated on the syllabus will result in the loss of 25% of possible points for this assignment. Students must prepare a 10-minute oral presentation to their peers on this topic.

 Clinical Proficiencies (CPs) (75 points): You must complete each and have your preceptor sign off that these have been completed. These evaluations should be completed using real patients at your clinical site. You will select ONE SOAP NOTE from each pair (13/14, 15/16, 17/18) to submit as graded assignments (20 pts each), the other SOAP note will be reviewed by your Preceptor (5 pts each) and he/she should sign off in your Master Tracking Sheet. ALL SOAP notes MUST be signed by your Preceptor and must be included in your final clinical packet.

3. Guest Speaker OR Surgical Observation (10; Extra Credit opportunities available): You must attend one guest speaker lecture related to health profession or diversity OR observe one surgical procedure. To receive credit for it, you must submit a 2-3 paragraph reflection, typed summary, which will be uploaded to Canvas. This assignment is worth 10 points under the competency/proficiency package. You can receive 5 extra credit points towards your course grade for attending more than 1 guest speaker/surgical observation and submitting a quality written summary (maximum total extra points = 10). See “Surgical Observations” document on Canvas for additional information.

4. Service hours (60): Student will be required to complete 20 hours of athletic training community service. Examples of service include volunteering at the Ogden Marathon, U.S. Figure Skating Championships, assisting with faculty research, and many other examples. These hours must be with a current Preceptor/Affiliated site. Students will need to have all volunteer hours validated at the time of the event. Failure to complete all of the required hours will have a negative effect on your final course grade at the rate of .25 percentage points deduction per hour not completed on your final grade in the course. In order to receive credit for completion of service hours, students must complete the Service Hour time sheet, have it signed by their supervisor for the event, AND write a 2-3 paragraph reflection. The reflection should include some details about the event, what the student's roles and responsibilities were, and what the student learned from the experience. See reflection example at the end of the syllabus for more suggestions. Each service hour is worth 3 points. Service hours without reflections are worth 1 point each. Submit your typed reflection on Canvas where indicated.

8 5. Midterm Oral/Practical Exam (100): The midterm O/P will cover information from AT 3300/3301 (determining appropriate diagnosis) and AT 4101 (selecting appropriate therapeutic modalities with parameters). Wee tentative course outline for dates.

6. O/P Final Exam (200): The final O/P will be a COMPREHENSIVE review of your academic and clinical education (focusing on but not limited to your clinical course assignments) leading up to and including this semester. Please prepare by examining those course packets and class assignments related to your success in related support courses. Days/times scheduled on course calendar. Students must earn a minimum of 70% on the final oral/practical exam in order to pass the course. Students will be given a maximum of 2 attempts, however only the first score will be recorded in the gradebook. Students who do not earn a minimum of 70% after 2 attempts will be given a grade of “E” for the course.

7. Written Final Exam (200): The final exam will be a COMPREHENSIVE review of your academic and clinical education (focusing on but not limited to your clinical course assignments) leading up to and during this semester. Students must earn a minimum of 70% in order to pass the course. Students will be given a maximum of 2 attempts, however only the first score will be recorded in the gradebook. Students who do not earn a minimum of 70% after 2 attempts will be given a grade of “E” for the course. Students must complete all clinical education documents: a. These include: 1) your evaluation of your Preceptor, 2) your evaluation of your clinical site/facility, and 3) your self-evaluation. These evaluations can be found online (you will be provided with relevant links towards the end of the semester). b. IF you completed your General Medical rotation during Winter 2013/2014 or Spring 201, you must also submit your General Medical Final Clinical Evaluation. c. Failure to complete and return all forms by the last day of the semester will result in a 1 percentage point deduction per form (maximum of 4% deduction) from the student's final average in the course. Binder: A 2-inch 3-ring binder is necessary for this class. The binder should be set up as follows: d. Athletic Training Clinical Competency/Proficiency Package d.i. Place the Master Tracking Sheet in the Front NOTE: ALL units must be completed and signed off. Failure to complete all units will result in a failing grade in the course. e. Hour Sheets, Service Hours, Preceptor Evaluation Forms f. Written Assignments g. Handouts, etc ** Please keep your binders neat and organized. This makes your life and my life easier!**

Open Lab: As part of her contract with WSU, Whitney Batchelor (club sports athletic trainer) will hold a 90-minute open lab skills session each week. This semester, these will be held on TUESDAY from 4-5:30pm in SB 315. If you plan to attend, you MUST contact her by the end of the day on the day before the open lab (text name and course number to 801- 682-5340 to confirm). If no students contact her, the lab will be cancelled.

9 Weber State University Policies & Procedures Academic Integrity Cheating and other forms of academic dishonesty will NOT be tolerated. The policy of the Weber State University Student Code found at http://weber.edu/ppm/6- 22.htm will be enforced. Any individual caught cheating on examinations and/or assignments or plagiarizing will receive an automatic “E” for their final grade. Furthermore, a letter will go into the student’s file describing the situation and the WSU Dean of Students will be notified.

Turnitin.com WSU subscribes to TurnItIn.com, an electronic service that verifies the originality of student work. Enrollment in this course may require you to submit some or all of your assignments to it this semester, and documents submitted to TurnItIn.com are retained, anonymously, in their databases. Continued enrollment in this course constitutes an understanding of, and agreement with, this policy.

Students with Disabilities Any student requiring accommodations or services due to a disability must contact Services for Students with Disabilities (SSD) in Room 181 of the Student Service Center. SSD can also arrange to provide course materials (including this syllabus) in alternative formats if necessary. For more information about the SSD, contact them at 801-626- 6413, [email protected], or departments.weber.edu/ssd.

Harassment/Discrimination Weber State University is committed to providing an environment free from harassment and other forms of discrimination based upon race, color, ethnic background, national origin, religion, creed, age, lack of American citizenship, disability, status of veteran of the Vietnam era, sexual orientation or preference or gender, including sexual/gender harassment. Such an environment is a necessary part of a healthy learning and working atmosphere because such discrimination undermines the sense of human dignity and sense of belonging of all people in the environment. Thus, students in this class should practice professional deportment, and avoid treating others in a manner that is demeaning or derisive in any respect.

While diverse viewpoints and opinions are welcome in this class, in expressing them, we will practice the mutual deference so important in the world of work. Thus, while I encourage you to share your opinions, when appropriate, you will be expected to do so in a manner that is respectful towards others, even when you disagree with them.

If you have questions regarding the university’s policy against discrimination and harassment you may contact the university’s AA/EO office (626-6239) or visit its website: http://departments.weber.edu/aaeeo/

HPHP Student Code http://www.weber.edu/wsuimages/HPHP/StudentCode/HPHPStudentCode.pdf

Campus Closure Policy If, for any reason, Weber State University must close the campus for an extended period of time, this course will continue online through Canvas. Course presentations will be posted via Canvas and you will submit your assignments through WSU Online. During this time, quizzes will be taken off campus, still using ChiTester.

Class Cancellation If I need to cancel class unexpectedly, I will inform you via a Canvas announcement. I would recommend that you set these up so that you can receive them as text messages so that you have as much notice as possible about class cancellations.

Email Policy Weber State University is now requiring all faculty and staff to use students' Weber e-mail accounts. If we were to send any personal information or grades to your Hotmail or Yahoo account that is not secure, we would be violating the FERPA Act (Family Educational Rights and Privacy Act), which requires us to keep your personal information and grades secure.

To comply with this requirement, we will now only send students e-mails to their WSU e-mail accounts. You are still free to use whatever account you'd like, but we would suggest that you forward your WSU e-mail to your other account if you are going to do this. Otherwise, you will likely be missing important e-mails from your professors.

To set it up to forward your Weber e-mail to any other account: Log into your Wildcat mail account (log into the WSU portal and then click on Wildcat Mail at the top). Click on Options at the top (small box at the top that has little boxes with checkmarks). Click on the Mailbox Management tab at the top. Under the statement "Forward all new messages", choose "Yes." Enter the e-mail address in the box below that "Forward to:". Click "Save" at the bottom.

Tech Support for Online Classes (Canvas LMS) Tech Support for email and Password Reset 801-626-6499, or 1-800-848-7770, Option 5 then 1 801-626-7777 or 1-800-848-7770, Option 5 then 1

Canvas “How to’s”: Support Documents: http://departments.weber.edu/ce/distancelearning/CanvasFAQ.aspx

Navigate through this Demo course to learn how to use Canvas: https://learn-wsu.uen.org/courses/8878

The instructor reserves the right to make changes/additions to the syllabus and will ensure that students who are present in class have a voice in accepting changes. All changes made to the course syllabus will be in favor of the student

10 Tentative Course Schedule

Dates Topics Units Due TODAY Jan 6 Syllabus Overview Overview EAP/EBP Project 1-2 EMG Biofeedback & Laser 8-9 Jan 13 Ultrasound & Diathermy 6-7 Winter MT Preceptor Eval DUE Jan 20 NO CLASS: MLK Jr. Day Jan 27 Ultrasound & Diathermy 6-7 Feb 3 Review of E-stim/Pain Theories 3 Feb 10 E-stim Muscle Contractions & Units 4-5 Feb 17 NO CLASS: President’s Day Unit 1: EAP due to Jenn/Matt (take advantage of open lab this week!) Feb 24 Midterm O/P Exams 3-9 CP 13 or 14 DUE March 3 Posture/Gait 12 Winter Final Preceptor Eval DUE March 10 NO CLASS: Spring Break!! Work on EBP project!! March 17 Aquatic Therapy (bring swimsuit!!) 11 Spring MT Preceptor Eval* Unit 2: DRAFT due March 24 Joint Mobilizations 10 CP 15 or 16 DUE March 31 Evaluation Review of Head and 17-18 Unit 12 write-up DUE Thorax/Abdominal Injuries April 7 EBP Review of Extremity STs Canvas Postings April 14 Final O/P Exams Unit 2: FINAL due CP 17 or 18 DUE April 21 Final O/P Exams 3-18 Final Packet (include spring preceptor eval)

*Spring midterm (MT) Preceptor Eval due when ~1/2 hours completed

Final Exam: TBA (cumulative)

11 Writing Service Learning Reflections

Address as many of these as are applicable to your experience. Feel free to discuss other areas not mentioned below.

1. Explain the experience. Date of activity. What was the event? Location? Supervisor, credentials? Patient population? Your role?

2. What injuries/illnesses did you observe? How were they treated?

3. Were you able to assist? If so, in what way? Were you effective?

4. What did you learn from this experience?

5. Did this experience impact you personally? Did it change your views?

6. What would you do differently if you could repeat the experience?

7. How does what you learned relate to the content in your current clinical class?

8. What did you expect/hope to learn through this experience? In what ways were your expectations met or not met?

9. Were the protocols used by the medical personnel different than what you've learned in class, textbooks or during your clinical rotations? If so, why do you think they were different? Which technique would you choose next time if the decision were yours? Why?

10. Would you choose to participate in this activity again? Why or why not?

11. Why were volunteers needed for this event/activity? Do you think there should have been more paid staff? Why or why not? What can you do in the future to help the association/group get more paid or volunteer staff?

12. Did you interact with patients from different cultural/socioeconomic backgrounds? How is their background different from yours? How should this affect the way in which you interact with them? Are you satisfied with the way you interacted with them?

13. If you have had this same service learning experience before, how was it different this time? What did you do differently?

14. Do you feel that your assistance made a difference?