ATRG 6420 Senior Seminar (Capstone Course)

(Effective Fall 2019)

This course includes BOC exam preparation, professional resume/vitae development, and interview skills practice. Research literature will be used to determine the evidence underpinning current practice and to develop critical thinking skills. Each student will also complete an original research project, write a professional report, and present the results of the study to the faculty, staff, and students. CAPSTONE COURSE

Credits

3

Prerequisite

HSCS 5410

Typically Offered

Demorest Campus: spring

Student Learning Outcomes

Alignment	Current Objective
new	Advocate for the health needs of clients, patients, communities, and populations.
PD-5	Students will access, analyze, and differentiate between the essential documents of the national governing, credentialing and regulatory bodies.
EBP-12 EBP-13 EBP-14	Students will apply and interpret clinical outcomes to assess therapeutic intervention efficacy, patient status, progress toward goals, using psychometrically sound outcome instruments and develop a relevant clinical question (e.g., PICO, PIO, or CAT) based on desired outcome (patient-based or clinician-based) and available evidence (patient-oriented or disease-oriented).
EBP-1 EBP-2	Students will define evidence-based practice as it relates to athletic training clinical practice and explain the role of evidence in the decision-making process.
EBP-6 EBP-7	Students will describe and contrast research and literature resources including databases, online critical appraisal libraries, and other resources and conduct relevant searches to answer a specific clinical question.
EBP-3 EBP-4	Students will describe and differentiate the types of quantitative and qualitative research, research components, and levels of research evidence and use a systematic approach to create and answer a clinical question through review and application of existing research.
EBP-8	Students will describe the differences between narrative reviews, systematic reviews, and meta-analyses.
PD-10	Students will develop educational healthcare programming specific to a target audience that uses appropriate multimedia tools to create a professional product.
PD-11	Students will identify and implement strategies to educate colleagues, students, patients, the public, and other healthcare professionals about the roles, responsibilities, academic preparation, and scope of practice of athletic trainers.
PD-3	Students will identify key regulatory agencies that impact healthcare facilities and describe their function in the regulation and overall delivery of healthcare.
PD-12	Students will identify mechanisms by which athletic trainers influence state and federal healthcare regulation.
EBP-9	Students will use standard criteria or developed scales (PEDro, CAT) to critically appraise the structure, rigor, and overall quality of research studies.