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october, 2018
Event Details
Silver is the New Black: Improving Your Practice with Silver Diamine Fluoride Saturday, October 6, 2018 8:30am - 11:30am 3 CEU 5850 E Still Circle, Mesa AZ 85206 Audience: All Dental Professionals Tuition:
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Event Details
Silver is the New Black: Improving Your Practice with Silver Diamine Fluoride
Saturday, October 6, 2018
8:30am – 11:30am 3 CEU
5850 E Still Circle, Mesa AZ 85206
Audience: All Dental Professionals
Tuition: $65
By now you’ve likely heard the buzz surrounding silver diamine fluoride (SDF). You may not have read the abundance of scientific literature to discover just how effective this technique is at combating caries. Perhaps you have considered using SDF, but since it is not part of the vast majority of dental school’s curriculum, you’re not quite sure where to start. Learn from an early adopter of Advantage Arrest Silver Diamine Fluoride 38% how to successfully incorporate this powerful oral medicine into your practice. This session will walk you through the scientific evidence which helped earn SDF the prestigious FDA Breakthrough Therapy Designation. Learn the principles of case selection, informed consent, treatment planning, and a clinical protocol for SDF. Learn how to treat cavities in a quick, effective, and painless way using Silver Modified Atraumatic Restorative Technique (SMART). Find out how offering non-invasive options like SDF and SMART can attract new patients, improve patient satisfaction, and increase internal marketing and word of mouth referrals.
Learning Objectives:
- Describe the evidence for using SDF to treat and prevent dental caries
- Identify and dispel common misconceptions for SDF
- Describe the key talking points and patient education objectives for SDF
- Review informed consent and treatment planning for SDF and SMART
- Demonstrate proper documentation, coding, and billing for SDF and SMART
- Describe case selection, materials, and clinical protocol for SDF and SMART
- Demonstrate how to grow your practice by offering SDF and SMART
Meet the Speaker:
Dr. Jeanette MacLean is an internationally recognized advocate and expert on silver diamine fluoride, appearing in newspapers, magazines, television, and continuing education lectures on this hot topic. Most notably, she was featured in the July 2016 New York Times article “A Cavity Fighting Liquid Helps Kids Avoid Dentists’ Drills,” which brought national attention to the option of treating cavities non-invasively with silver diamine fluoride. Dr. MacLean received her dental degree, with honors, from the University of Southern California in 2003 and completed her specialty training in pediatric dentistry in 2005. She is a Diplomate of the American Board of Pediatric Dentistry, Fellow of the American Academy of Pediatric Dentistry, private practice owner, and mother of two.
Arizona School of Dentistry & Oral Health is an ADA CERP Recognized Provider. ADA CERP is a service of the American Dental Association to assist dental professionals in identifying quality providers of continuing dental education. ADA CERP does not approve or endorse individual courses or instructors, nor does it imply acceptance of credit hours by boards of dentistry. Arizona School of Dentistry & Oral Health designates this activity for 3 continuing education credits.
See FULL COURSE DETAILS!
This course is sponsored in part by an unrestricted educational grant from Elevate Oral Care and GC America.
Dr. MacLean is a Consultant with Oral Science and presents courses on behalf of Elevate Oral Care and GC America. Neither Elevate Oral Care nor GC America has influence over the content of Dr. MacLean’s instructional material. A.T. Still University Arizona School of Dentistry & Oral Health is an ADA CERP Recognized Provider.
ADA CERP is a service of the American Dental Association to assist dental professionals in identifying quality providers of continuing dental education. ADA CERP does not approve or endorse individual courses or instructors, nor does it imply acceptance of credit hours by boards of dentistry. A.T. Still University Arizona School of Dentistry & Oral Health designates this activity for 3 continuing education credits. Concerns or complaints about a CE provider may be directed to the provider or to the Commission for Continuing Education Provider Recognition at ADA.org/CERP.
Time
(Saturday) 8:30 am - 11:30 am
Location
A.T. Still University
5850 E Still Circle, Mesa AZ 85206
Event Details
Sponsored by the Neurologic Physical Therapy Residency program at A.T. Still University in conjunction with the Physical Therapy Department in the Arizona School of Health Sciences. The Neurologic Physical Therapy Residency
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Event Details
Sponsored by the Neurologic Physical Therapy Residency program at A.T. Still University in conjunction with the Physical Therapy Department in the Arizona School of Health Sciences.
The Neurologic Physical Therapy Residency program is accredited by the American Board of Physical Therapy Residency & Fellowship Education (ABPTRFE).
Course Instructor: Cecelia Sartor-Glittenberg, PT, PhD; Jim Lynskey, PT, PhD; Jamie Kuettel, PT, DPT
Course Description: This course presents essential evidence-based tests and measures used for examination of neurologic impairments, activity limitations, and participation restrictions with application to case studies. The focus of the course is presenting and practicing these outcome measures organized according to ICF levels.
Course Objectives:
At completion of this course, the participant will be able to:
- Discuss the choice of outcome measures based on the ICF model,
psychometric properties, and recomendations from the StrokEDGE, TBI EDGE,
and Core Measures CPG of the Academy of Neurologic Physical Therapy - Demonstrate tests and measures of impairment, activity limitations and
participation measures for individuals with stroke and traumatic brain injury - Make recommendations for tests and measures for individuals with stroke
and brain injury
CEU: Participants are awarded 1.1-1.225 CEUs or 11-12.25 contact hours at the end of the course.
Cost: $225 – General; $200 for ATSU Alumni, Clinical Instructors with ATSU students, or groups of 3 or more from one organization; Mentors of current ATSU Neurologic Residents, no charge.
ATSU Physical Therapy Department is qualified to provide physical therapist continuing education courses and activities according to the Arizona State Board of Physical Therapy (Rule R4-24-402).
CEU courses and other post-professional programs offered at ATSU are not associated with the CAPTE accredited residential Doctor of Physical Therapy program.
Time
20 (Saturday) 7:30 am - 21 (Sunday) 12:30 pm
Location
ATSU - Mesa Campus
5850 E Still Circle, Mesa, AZ 85206
Organizer
Neurologic Physical Therapy ResidencyCecelia Sartor-Glittenberg, cglittenberg@atsu.edu
25oct(oct 25)8:00 am27(oct 27)2:30 pmFounder's Day 2018Founder's Day 2018
Event Details
Find It, Fix It, and Let It Be Known Oct. 25-27, 2018 Click MORE for program information and tuition pricing.
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Event Details
Find It, Fix It, and Let It Be Known
Oct. 25-27, 2018
Click MORE for program information and tuition pricing.
TUITION PRICING
*23.5 AOA Category 1-A credits
- Early-Bird | through Aug. 31, 2018: $525
- Regular | Sept. 1-Oct. 9, 2018: $575 (EXTENDED TO OCT. 15)
- Late/Onsite | Oct. 16-27, 2018: $600
Special Rates
- Retired: $475
- Internationals: $425
- Residents: $50 per day
Cancellation Policy
- 21+ days prior to activity start date Full tuition refund less the $50 administrative fee
- 14-21 days prior to activity start date 50% tuition refund less the $50 administrative fee
- 1-14 days prior to activity start date No tuition refund
SAVE THE DATE!
Mark your calendars and plan to attend!
COURSE INFORMATION
Course Description
This year’s Founder’s Day Program will expand participants’ understanding and practice of OMM. Building on Dr. Still’s advice, “Find it, fix it and leave it alone,” this conference critically looks at how we find “it,” somatic dysfunction, through detailed lectures and labs on human anatomy and by giving participants access to objective tools to evaluate different characteristics of their palpation process. In the area of “fixing it,” this conference will advance and broaden our scope of manipulative techniques for key areas of somatic dysfunction. While “and leave it alone” remains sage advice regarding once dysfunction is treated, it is critical in the 21st century to modify or add to the saying, “and let it be known.” Evidence has always been a critical part of medicine, and the tools in the 21st century provides great opportunity and responsibility for reporting the outcomes of OPP (“let it be known”). In celebration of the 10th anniversary of the Interdisciplinary Biomedical Research Symposium, the symposium is being incorporated into this year’s Founder’s Day CME to give participants the opportunity to learn and experience how to “let it be known,” to report and disseminate outcomes from OPP.
Educational Objectives*Program subject to change.
- Increase participant’s ability to identify somatic dysfunction by improving their ability to localize key anatomy through palpation and ultrasound
- Develop palpation skills through the use of objective feedback given during this program
- Discuss new approaches to treat somatic dysfunction
- Identify how to and experience ways to disseminate outcomes from the use of osteopathic principles and practices in healthcare
SPEAKER HIGHLIGHT
Frank Willard, PhD
Professor, Anatomy and Neuroanatomy
University of New England – College of Osteopathic Medicine
Research Focus: spinal anatomy and the neurology of spine pain
Dr. Willard is widely published and primary editor of the ‘Basic Sciences’ section in third edition of Foundations of Osteopathic Medicine.
Review of Relevant Anatomy for Accurately Localizing and Determining Pelvic Somatic Dysfunction
Review of Relevant Anatomy for Accurately Localizing and Determining Lumbar, Thoracic and Rib Somatic Dysfunction
TINNING FOUNDER’S DAY OSTEOPATHY LECTURER | Jamie L. Wagner, DO, FACOS, ’04
Associate Professor of Surgery and Division Chief, Breast Surgery Division
University of Kansas School of Medicine
Specialties: general surgery, breast surgery, breast surgical oncology
Research Focus: breast cancer-related lymphedema and novel surgical techniques
Dr. Wagner is a graduate of Kirksville R-III, Truman State University, and A.T. Still University Kirksville College of Osteopathic Medicine (ATSU-KCOM).
“Living the Dream”: The 21st Century Osteopathic Physician
10TH ANNUAL IBRS KEYNOTE SPEAKER | Nicholas Stergiou, PhD
Professor and Distinguished Community Research Chair, Biomechanics
Director, Biomechanics Research Building and Center for Research in Human Movement Variability
Assistant Dean, Biomechanics and Research Development
University of Nebraska – Omaha
Research Focus: understanding variability inherent in human movement
Dr. Stergiou an international authority in the study of Nonlinear Dynamics.
Somatic Dysfunction: The Cutting Edge of Neuromusculoskeletal Research
Target Audience
Primary care physicians, family practice physicians, internal medicine physicians, and other healthcare learners who treat patients within the primary care setting.
Professional Practice Gap
Training in osteopathic manipulative medicine has been without objective measures to establish standardized, calibrated, and reproducible diagnostic and therapeutic skills. As a result, the scientific advancement of Osteopathic Manipulative Medicine has been significantly hampered by the lack of reproducible palpation skills and systematically collected standardized outcomes. Strong evidence on the effectiveness and safety of interventions is a societal expectation in the 21st century, yet clinicians have difficulty in producing this evidence because there has been a deficiency in training and mentoring physicians how to participate in the scientific method within their practice of medicine.
Educational Need
Clinicians need to:
- increase their precision and reporting of palpatory diagnostic tests
- expand their types of osteopathic manipulative techniques available to care for their patients
- advance their understanding and ability to systematically collect data within the clinic environment
- learn how to disseminate clinic-based outcomes through posters and oral presentations at scientific meetings
Desired Outcomes
Participants will acquire a deeper understanding of how they currently use their hands to diagnose somatic dysfunction. Advanced anatomy presentations, anatomical dissections, and modern instrumentation such as force sensors, motion capturing and ultrasound systems will be incorporated into the course so participants can use objective feedback to improve the accuracy of their diagnostic touch with the expectation that this refinement will improve the therapeutic value of their manual skills. Keynote speakers will present the latest insights on the musculoskeletal system and a vision of where science is advancing our understanding of the neuromusculoskeletal system function and the therapeutic options for optimizing it. Participants will also have the opportunity to learn how to develop research within the clinic setting, experience how the latest systematically collected outcomes are disseminated and judged through oral and poster presentations.
Accreditation Statement
ATSU is accredited by the American Osteopathic Association (AOA) to provide osteopathic continuing medical education for physicians.
ATSU designates this program for a maximum of 23.5 AOA Category 1-A credits and will report CME and specialty credits commensurate with the extent of the physician’s participation in this activity.
Call the ATSU CE Office at 660-626-2232 for more information.
Evidence-Based Content: It is the policy of the ATSU to ensure that the content contained in this CME activity is valid, fair, balanced, scientifically rigorous, and free of commercial bias.
ATSU Disclosure Policy: All persons in a position to control the content of an educational activity (i.e., activity planners, CESC, presenters, faculty, authors) participating in an educational activity provided by the ATSU are required to disclose to the provider any relevant financial relationships with any commercial interest. ATSU must determine if the individual’s relationships may influence the educational content and resolve any conflicts of interest prior to the commencement of the educational activity. The intent of this disclosure is not to prevent individuals with relevant financial relationships from participating, but rather to provide learners information with which they can make their own judgments.
Disclosure Statement: It is the policy of the ATSU Continuing Education Department to ensure balance, independence, objectivity and scientific rigor in all its educational programs. Faculty disclosures will be made in the course syllabus and/or during faculty introductions. The audience is advised that one or more presentations in this continuing education activity may contain references of unlabeled or unapproved uses of drugs or devices.
Resolution/Mechanism of Identified Conflict of Interest: Independent sources of review include the following: All disclosures will be reviewed by the program/course directors, CE Assistant Vice President, or CE Director for identification of conflicts of interest. Reviewers, working with the program directors will document the mechanism(s) for management and resolution of the conflict of interest and final approval of the activity will be documented prior to implementation. Any of the mechanisms below can/will be used to resolve conflict of interest:
- Peer review for valid, evidence-based content of all materials associated with an educational activity by the course/program director
- Limit content to evidence with no recommendations
- Introduction of a debate format with an unbiased moderator (point-counterpoint)
- Inclusion of moderated panel discussion
- Publication of a parallel or rebuttal article for an article that is felt to be biased
- Limit equipment representatives to providing logistics and operation support only in procedural demonstrations
- Divestiture of the relationship by faculty-The reviewer should be a physician or other scientist with knowledge of the specialty area being reviewed and often times the Assistant Vice President of Continuing Education will perform this first review and can then appoint an independent reviewer.-The independent reviewer is not be involved in the planning of this CME Activity and cannot have a relationship with any corporate entity supporting the CME activity.-The reviewer should have a copy of this policy and a copy of the Standards for Commercial Support to fully grasp their responsibilities as the reviewer. Off-Label or Unapproved Use of Drugs or Devices
It is the policy of the ATSU to require the disclosure of all references to off-label or unapproved uses of drugs or devices prior to the presentation of educational content. The audience is advised that this continuing medical education activity may contain reference(s) to off-label or unapproved uses of drugs or devices. Please consult the prescribing information for full disclosure of approved uses.
Disclaimer: The opinions and recommendations expressed by the presenters and planners of educational content in this program are their own and do not necessarily represent the viewpoint of the ATSU.
Consent to Use of Photographic Images: Registration and attendance at or participation in ATSU meetings and other activities constitutes an agreement by the registrant to ATSU’s use and distribution (both now and in the future) of the registrant or attendee’s image or voice in photographs, videotapes, electronic reproductions, and audiotapes of such events and activities.
Audio, Video and Photographic Equipment: The use of audio, video and other photographic recording equipment by attendees is prohibited inside ATSU meeting rooms.
Reproduction Permission: Reproduction of written materials developed for this ATSU course is prohibited without the written permission from individual authors and ATSU.
Special Assistance: ATSU complies with the Americans with Disabilities Act §12112(a). If any participant is in need of special assistance or has any dietary restrictions, please see the CE staff at the registration desk or call 660-626-2232 for assistance.
Time
25 (Thursday) 8:00 am - 27 (Saturday) 2:30 pm
Location
ATSU - Kirksville campus
800 W. Jefferson, Kirksville, MO 63501
Organizer
Continuing Education660.626.2232 | continuingeducation@atsu.edu
27oct8:00 am5:00 pmAssessment & Management of the ‘rotator cuff’; an evidence-based approach
Event Details
Assessment & Management of the ‘rotator cuff’; an evidence-based approach by Chris Littlewood, Ph.D., Senior Lecturer in Clinical Trials To register for this course, click here This one day course
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Event Details
To register for this course, click here
This one day course is aimed at all clinicians who wish to develop their understanding of the ‘rotator cuff’. The course provides an opportunity for enquiring clinicians to explore current research findings and what this means for clinical practice. The course offers a mix of learning opportunities including lectures, discussion, reflective case study and practical demonstrations. Topics covered include assessment & diagnosis, appropriate use of terminology, understanding pain, and treatment/management. Throughout the course, participants will have the opportunity to reflect on their current practice and consider how any new learning might be integrated for the benefit of themselves and their patients.
OBJECTIVES
To develop a research-informed approach to the assessment & management of the ‘rotator cuff’
To gain understanding of the practical application of a simple assessment & management framework for the ‘rotator cuff’
To recognize limitations in current knowledge and avenues for further research
To explore current thinking in relation to pain and the ‘rotator cuff’
To develop understanding of other treatment approaches, including surgery and corticosteroid injections, in non-responding patients
To further develop skills of reflective practice.
Who is Dr. Chris Littlewood?
Dr. Chris Littlewood is a UK based physiotherapist. He has extensive experience of working in the UK NHS and private sector and is currently employed as a Senior Lecturer in Clinical Trials at Keele University, UK.
Chris undertook a PhD relating to the assessment and management of rotator cuff tendinopathy. He has also undertaken further post-graduate clinical training as well as a Master’s Degree in Health Services Research and a Postgraduate Certificate in Learning & Teaching in Higher Education.
Chris supervises MSc and PhD students and is also currently an Associate Editor for the journal Shoulder & Elbow. He has lectured and facilitated courses across the UK, Europe, and Australia.
Time
(Saturday) 8:00 am - 5:00 pm
Event Details
This course discusses the role of athletic training within the current healthcare system and the important role of practice-based research to improve the effectiveness of healthcare delivery and patient outcomes.
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Event Details
This course discusses the role of athletic training within the current healthcare system and the important role of practice-based research to improve the effectiveness of healthcare delivery and patient outcomes. At the point-of-care, clinicians can utilize the patient-oriented assessment model to gather data to aid in clinical decision-making and for supporting comparative effectiveness of athletic training services. Working collaboratively to engage in comparative effectiveness efforts can improve patient outcomes, and add to the body of evidence, specific to the athletic training profession.
This course aims to cover the following objectives, which will be presented in three individual online modules:
1. Describe the important role of practice-based research to improve patient care
2. Describe the practice-based research network model as a means for conducting point-of-care research to evaluate the end results of athletic training services
3. Discuss the roles of the researcher and clinician in practice-based partnerships
4. Highlight the requisite knowledge and skills for clinicians to engage in practice-based research
Please note that following the three modules, you will be asked to answer 10 knowledge questions about the content presented in the modules. Additionally, be sure to view each module in its entirety. It is recommended to take notes as you will not be permitted to return to a module once you proceed forward.
** This EBP home study course will take approximately 45 minutes to complete **
To receive 0.75 EBP CEU for this home study course, you must receive at least a 70% on the knowledge assessment. Following the completion of the course and knowledge assessment, you will receive an email from the AT-PBRN informing you of your score as well as your EBP CEU certificate, if warranted. Please note it may take 4-5 days to receive this email.
If you have any questions at any point throughout the home study course, please contact the AT-PBRN using the following link: Contact the AT-PBRN
Time
Year Around Event (1970)
Location
Online course
Organizer
Continuing Education - Athletic TrainingCailee Bacon Email: cwelch@atsu.edu OR Kaylynn Murphy Email: kaylynnmurphy@atsu.edu
Health Information Technology in Athletic TrainingEBP Home Study Course
Event Details
While the role of HIT and healthcare informatics in assisting in fundamental tasks of evidence-based practice (e.g., searching the literature and managing knowledge) is well-recognized in athletic training, more advanced
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Event Details
While the role of HIT and healthcare informatics in assisting in fundamental tasks of evidence-based practice (e.g., searching the literature and managing knowledge) is well-recognized in athletic training, more advanced utilization of HIT and healthcare informatics is not as prominent. Despite the importance of the HIT and healthcare informatics, athletic trainers may lack the appropriate knowledge and strategies to effectively implement the use of HIT and healthcare informatics during routine clinical practice. Therefore, the purpose of this 2-hour module is to introduce the concepts associated with more advanced usage of HIT and healthcare informatics in athletic training clinical practice.
This course aims to cover the following objectives, which will be presented in four individual online modules:
1. Discuss current healthcare information technologies (HIT) and healthcare informatics initiatives within the global healthcare system and the athletic training profession
2. Describe common HIT that can be utilized to enhance patient care including the Internet, electronic health records, mobile devices, and social media platforms
3. Describe the role of HIT and healthcare informatics in facilitating evidence-based, patient-centered care, and quality improvement
Explain the data-to-wisdom continuum framework within the context of informatics and how the framework can be applied to patient care and quality improvement
4. Discuss legal (eg, patient privacy) and professional (eg, maintaining professionalism in an online environment) considerations related to the use of HIT and healthcare informatics for patient care
Please note that following the four modules, you will be asked to answer 10 knowledge questions about the content presented in the modules. Additionally, be sure to view each module in its entirety. It is recommended to take notes as you will not be permitted to return to a module once you have proceeded forward.
** This EBP home study course will take approximately 1.25 hours to complete **
To receive 1.25 EBP CEUs for this home study course, you must receive at least a 70% on the knowledge assessment. Following the completion of the course and knowledge assessment, you will receive an email from the AT-PBRN informing you of your score as well as your EBP CEU certificate, if warranted. Please note it may take 4-5 days to receive this email.
If you have any questions at any point throughout the home study course, please contact the AT-PBRN using the following link: Contact the AT-PBRN
Time
Year Around Event (1970)
Location
Online course
Organizer
Continuing Education - Athletic TrainingCailee Bacon Email: cwelch@atsu.edu OR Kaylynn Murphy Email: kaylynnmurphy@atsu.edu
Evidence-Based Practice in Athletic TrainingEBP Home Study Course
Event Details
This course provides an overview of evidence-based practice and is designed to enable the athletic trainer’s clinical decision-making process in a manner that integrates clinical experience, patient values, and the
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Event Details
This course provides an overview of evidence-based practice and is designed to enable the athletic trainer’s clinical decision-making process in a manner that integrates clinical experience, patient values, and the best available evidence. This course will assist in providing the athletic trainer with strategies to enable them to search and appraise the evidence in a more succinct and timely manner, that will promote better patient care.
This course aims to cover the following objectives, which will be presented in six individual online modules:
1. Describe the role of evidence-based practice in health care
2. Identify strategies to efficiently search the literature
3. Describe common concepts that are assessed during critical appraisal of published research studies
4. Evaluate the levels of evidence or strength of recommendation of research articles
5. Discuss the integration of the best available evidence into clinical practice
6. Appreciate patient values with respect to clinical decision-making
Please note that following the first three modules, you will be asked to answer 12 knowledge questions about the content presented in the modules. Then, after viewing the last three modules, you will be asked to answer 13 knowledge questions about the content presented in those modules. Additionally, be sure to view each module in its entirety. It is recommended to take notes as you will not be permitted to return to a module once you have proceeded forward.
** This EBP home study course will take approximately 3.0 hours to complete **
To receive 3.0 EBP CEUs for this home study course, you must receive at least a 70% on the knowledge assessment. Following the completion of the course and knowledge assessment, you will receive an email from the AT-PBRN informing you of your score as well as your EBP CEU certificate, if warranted. Please note it may take 4-5 days to receive this email.
If you have any questions at any point throughout the home study course, please contact the AT-PBRN using the following link: Contact the AT-PBRN
Time
Year Around Event (1970)
Location
Online course
Organizer
Continuing Education - Athletic TrainingCailee Bacon Email: cwelch@atsu.edu OR Kaylynn Murphy Email: kaylynnmurphy@atsu.edu
Event Details
Date/Time: All day, every day Audience: All Dental Health Professionals Format: Web-based PowerPoint CE Credit: 2 credits Tuition: $50 Instructor: Don Altman, DDS, DHSc, EdD, MPH, MBA, MA Course Description: This online, narrated
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Event Details
Date/Time: All day, every day
Audience: All Dental Health Professionals
Format: Web-based PowerPoint
CE Credit: 2 credits
Tuition: $50
Instructor: Don Altman, DDS, DHSc, EdD, MPH, MBA, MA
Course Description:
This online, narrated course provides the dental professional with a comprehensive overview of ethics terminology, a model for ethical decision-making, and a discussion regarding sexual boundaries in the dental setting. A complementary course to Clinical Dentistry and Ethics, the dental practitioner will learn how to avoid and resolve ethical dilemmas in their own practice through use of case studies and application of common sense guidelines.
Learning Objectives:
- Explain the definition of ‘profession’ and aspects of professionalism.
- Describe the difference between morals and ethics.
- Define common terminology related to ethics.
- Describe challenges related to ethical dilemmas.
- Apply a model for ethical decision-making to a dental dilemma.
- Explain professional responsibilities towards incompetent, dishonest, or impaired colleagues.
- Explain the importance of Professional Boundaries.
- Describe the spectrum of Professional Boundaries.
- Define sexual misconduct.
- Explain the concept and scope of Social Justice.
This course may be used toward fulfillment of continuing dental education and renewal requirements of Arizona Administrative Code R4-11-1203 and R4-11-1204 for ethics and Arizona dental jurisprudence instruction.
Dr. Altman is Dean of the College of Graduate Health Studies at A.T. Still University. Dr. Altman has not declared an financial conflicts of interest related to this course.
This course is hosted on the website of the World Continuing Education Alliance. Payments and registration are completed through WCEA. Course refund and cancellation policies are provided at the time of registration.
Click HERE to register
Time
Year Around Event (1970)
Location
Online course
Organizer
Continuing Dental EducationOrthodontic Dept.
Event Details
Date/Time: All day, every day Audience: All Dental Health Professionals Format: Web-based PowerPoint CE Credit: 1 credit Tuition: $25 Instructor: Don Altman, DDS, DHSc, EdD, MPH, MBA, MA Course Description: This course
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Event Details
Date/Time: All day, every day
Audience: All Dental Health Professionals
Format: Web-based PowerPoint
CE Credit: 1 credit
Tuition: $25
Instructor: Don Altman, DDS, DHSc, EdD, MPH, MBA, MA
Course Description:
This course complements information provided in Dental Ethics and explores ethical considerations related to informed consent, treatment of certain patient populations, and participation in professional volunteer activities. Participants will gain knowledge that can be immediately applied to their professional practice to prevent and manage ethical issues.
Learning Objectives:
- Discuss the purpose of Informed Consent and the role it plays in daily dental practice.
- Explain HIV issues in dentistry.
- Describe ethical challenges when dealing with mentally challenged patients.
- Describe ethical issues related to participation in professional volunteer activities.
- Identify ethical issues present in a clinical dentistry case study.
This course may be used toward fulfillment of the continuing dental education and renewal requirements of Arizona Administrative Code R4-11-1203 and R4-11-1204 for ethics and Arizona dental jurisprudence instruction.
Dr. Altman is Dean of the College of Graduate Health Studies at A.T. Still University. Dr. Altman has not declared an financial conflicts of interest related to this course.
This course is hosted on the website of the World Continuing Education Alliance. Payments and registration are completed through WCEA. Course refund and cancellation policies are provided at the time of registration.
Click HERE to register
Time
Year Around Event (1970)
Location
Online course
Organizer
Continuing Dental EducationOrthodontic Dept.
Clinical Outcomes Assessment: An OverviewEBP Home Study Course
Event Details
This course aims to cover the following objectives, which will be presented in five individual online modules: Appreciate the benefits of routine evaluation of patient-rated outcome measures as it pertains to
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Event Details
This course aims to cover the following objectives, which will be presented in five individual online modules:
Appreciate the benefits of routine evaluation of patient-rated outcome measures as it pertains to patient-centered, whole person health care, evidence-based practice, and driving treatment decisions
Define and describe fundamental concepts of clinical outcomes assessment included disablement models, clinician vs. patient-rated outcomes, generic vs. specific patient-rated outcome measures, and single vs. multi-item patient-rated outcome measures
Identify commonly used patient-rated outcome measures for use in athletic populations
Implement strategies to evaluate patient outcomes in clinical practice
Discuss the value of using outcomes data collection for professional advancement
Please note that following the five modules, you will be asked to answer 10 knowledge questions about the content presented in the modules. Additionally, be sure to view each module in its entirety. It is recommended to take notes as you will not be permitted to return to a module once you have proceeded forward.
** This EBP home study course will take approximately 1.75 hours to complete **
To receive 1.75 EBP CEUs for this home study course, you must receive at least a 70% on the knowledge assessment. Following the completion of the course and knowledge assessment, you will receive an email from the AT-PBRN with your EBP CEU certificate, if warranted.
If you have any questions at any point throughout the home study course, please contact the AT-PBRN using the following link: Contact the AT-PBRN
Time
Year Around Event (1970)
Location
Online course
Organizer
Continuing Education660.626.2232 | continuingeducation@atsu.edu
Event Details
Course Instructors: Tamara McLeod, PhD, ATC, FNATA Although many athletic trainers use clinical practice guidelines, position statements, and consensus statements to identify best practices for the management of various illnesses and injuries,
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Event Details
Course Instructors:
Tamara McLeod, PhD, ATC, FNATA
Although many athletic trainers use clinical practice guidelines, position statements, and consensus statements to identify best practices for the management of various illnesses and injuries, fewer understand the differences between these types of documents and the development process for these documents. This course aims to differentiate between clinical practice guidelines, position statements, and consensus statements and describe the process of how these documents are develop. Using the published documents regarding sport-related concussion, examples between the similarities and differences in recommendations made among these documents will be illustrated. Specifically, focus will be on similarities and differences in diagnosis, prevention, assessment, management, and the use of neurocognitive testing. A discussion of the historical changes in recommendations from Vienna and the 2004 NATA statement through the 2014 NATA statement and the recently released Berlin consensus statement will also be included.
This course aims to cover the following objectives, which will be presented in four individual online modules:
- Describe the development process for clinical practice guidelines
- Differentiate between types of clinical practice guidelines
- Discuss the process used to develop the Berlin concussion consensus statement
- Identify best practices according to the Berlin concussion consensus statement
- Compare recommendations from various statements and guidelines for use in clinical practice
According to the education levels described by the PDC, this continuing education course is considered to be Advanced Level, and is appropriate for all athletic trainers.
Time
Year Around Event (1970)
Pain: How it Affects Stability and Movement
Event Details
Course Instructor: Sue Falsone, PT, MS, SCS, ATC, CSCS, COMT, RYT Although most athletic trainers deal with patients who are in pain, very few clinicians understand the complexity of pain perception and
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Event Details
Course Instructor:
Sue Falsone, PT, MS, SCS, ATC, CSCS, COMT, RYT
Although most athletic trainers deal with patients who are in pain, very few clinicians understand the complexity of pain perception and the individuality by which it presents itself from patient to patient. Often, patients of the same gender, around the same age, with the same diagnosis, present very differently when it comes to the amount of pain they are experiencing. This presents a difficult scenario for the athletic trainer, who may be utilizing past clinical experience to manage a current patient. Truly understanding the biopsychosocial aspects of pain and understanding the most recent literature on pain sciences will be helpful to the clinical athletic trainer, who is often tasked with helping a patient simply “feel better”. Pain affects movement, so athletic trainers who are attempting to change an athletes’ movement patterns first must address the pain perception that can be altering the movement patterns. Proper modality selection and counseling is a must in order for the athletic trainer to be effective in the field of pain management.
Pain is a multifactorial experience and should be addressed via a comprehensive biopsychosocial intervention model. Pain and nociceptive stimulation do not go hand in hand, meaning pain can be present in the absence of nociceptive stimulation. Therefore, the clinician needs to understand not only the physical neurology of the sensation of pain, but the emotional, psychological, social, and personal experiences that factor into the creation of pain perception. With this comprehensive understanding, the clinician should be able to select an appropriate intervention to modulate pain based on the needs of the individual patient
This course aims to cover the following objectives, which will be presented in five individual online modules:
- Appreciate that pain is a multi-factorial experience, and should be treated via a multi-factorial approach including physical, emotional and biopsychosocial considerations
- Identify different pain theories and the basic neurology underlying the sensation of pain
- Understand how pain may affect normal movement patterns
- Implement different modalities to address pain and improve movement
- Understand the effects of different modalities on pain modulation and describe the mechanism of action for these modalities
Time
Year Around Event (1970)
Organizer
Continuing Education - Athletic TrainingCailee Bacon Email: cwelch@atsu.edu OR Kaylynn Murphy Email: kaylynnmurphy@atsu.edu
