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Neuromuscular Deficits Following an Isolated PCL Tear in a Collegiate Lacrosse Player: A Case Study
No full textThis disablement model case study outlines a 21-year-old female collegiate lacrosse player attending a United States service academy who presented with a unique neuromuscular deficit following a conservative grade II PCL tear rehabilitation. Nearing the end of her rehabilitation protocol, she noticed difficulty with toe-off while running; however, she did not report to the athletic trainer due to the institution’s holiday break proximity. An unexpected transfer of care occurred when the patient returned after the holidays, and she was cleared for full participation upon return. Several days after the patient was cleared, she reported her ankle feeling “stuck.” Upon evaluation, passive plantar flexion was significantly greater than active plantar flexion, and the patient was diagnosed with a plantar flexion lag. She was treated using Russian electrical stimulation, resisted range of motion exercises, and proprioceptive neuromuscular facilitation with D1 and D2 patterns of the lower extremity. Throughout this process, the patient was required to participate in physical fitness tests to graduate from the institution. The use of patient-reported outcome measures at this time may have been beneficial for discovering aspects of the patient\u27s quality of life that were not explicitly assessed over the course of the patient\u27s care and learning more about the patient\u27s function. In addition, the abrupt transfer of care between athletic trainers left room for aspects of the patient’s case to be overlooked. Sequelae may have developed due to compensation and could have possibly been avoided if the injury had been initially addressed through the ICF model. When working with the military population, considering the added injury implications for service members is crucial when developing a treatment plan
Design and Implementation of a Service Learning Course and Project: The File of Life
No full textThis article details a service learning course within a pharmacy curriculum. For the service learning project, pharmacy students in their first professional year assisted community members with completion of File of Life medical information cards at various locations in Southern Illinois. Students reached over 750 community members. This project increased students’ level of confidence in delivering health-related programs and also encouraged them to participate in community service in the future. Based on feedback, the experience was beneficial
Serve at Your Own Risk?: Service-Learning in the Promotion and Tenure Process
No full textPre-tenure faculty integrating service-learning into their professional roles are often uncertain about its position in the faculty reward system. This study gathered data from administrators at five institutions of higher education in Indiana to learn if and how service-learning is credited toward tenure and promotion at their institutions. The results point to the need for junior faculty members and administrators to be cautious when implementing and evaluating service-learning initiatives
The Day One Leadership Program: Engaging Campus in Community Hunger Issues through Service-Learning
No full textHunger issues continue to be a major part of both the United States’ and the global health agenda. The “War on Hunger” is an initiative that engages college students in the solution to fight hunger. Using Mississippi State University’s Day One Leadership Community as a case study, this article details how freshmen students in a first-year, living-learning community participated in a service-learning project with their local food pantries in order to better understand the issues of food insecurity and domestic hunger. Elements of the program as well as challenges and benefits for the students and food pantry community partners are shared. Application and implementation for similar projects are discussed
Releases of Liability for Service-Learning Programs: Effective, Innocuous, or a Waste of Time?
No full textThis paper examines the enforceability of releases of liability relating to college and university students engaged in service-learning. It reviews cases where universities were sued for injuries incurred by students and where signed releases were offered in defense. It then examines key guidelines that courts apply in determining whether such releases are adequate. The paper concludes by offering service-learning educators a number of practical suggestions for drafting and utilizing releases with students engaged in service-learning
Youth as Actors on Their Worlds
No full textThis paper seeks to examine theories and practices emergent within a youth organization that cultivates civic engagement and leadership development. It will highlight the theoretical and methodological approaches of the program while outlining constraints that young people within it face while doing this work
Athletic Trainer Compensation Characteristics
No full textIntroduction: Athletic trainers (ATs) are integral to healthcare yet face ongoing challenges that affect job satisfaction and retention. Factors such as long work hours, low pay, and work-family conflict contribute to dissatisfaction and a desire to leave the profession. Salary disparities and lack of administrative support are key factors impacting professional fulfillment and career longevity. Identifying how compensation influences job satisfaction is essential for improving retention and advancing the profession. Our study aimed to examine the compensation characteristics of ATs and determine the key factors that predict gross income. Methods: A cross-sectional, web-based survey was conducted. The survey was validated using a content validity indexing process (S-CVI = 0.93). Participants were recruited through publicly available databases, member organization platforms, private internal networks, and social media. Descriptive statistics were used to summarize demographic information for gross income, supplemental income, and debt-to-income ratio across multiple variables. A multiple linear regression was employed to assess the predictors of gross income, with the Enter method applied to assess all variables simultaneously. This study was deemed exempt by Indiana State University’s Institutional Review Board. Results: A total of 2,581 eligible participants completed the survey. The average age of participants was 40 years (SD = 11.1), with 82% identifying as white or Caucasian and 54% as female. On average, participants had 16 years of experience (SD = 10.5), and 45.5% worked in secondary schools. Participant characteristics are detailed in the table. The strongest predictive model for gross income included the following factors: age, gender identity, years of experience, degree level, primary practice setting, employment status, contract length, geographic location, primary employer salary, and supplemental income (r = 0.959, R2 = 0.919, p \u3c 0.001). Excluding income-related factors weakened the model significantly (r = 0.432, R2 = 0.187, p = 0.918), suggesting that primary employer salary (r = 0.873) and supplemental income (r = 0.420) are the strongest and most significant predictors of income. Translation to Practice: The results of this study offer guidance for athletic training educators working with students and clinicians. Understanding how salary and supplemental income influence career satisfaction can better prepare students to make informed decisions about their professional lives. Educators should incorporate these findings into curricula by addressing salary negotiation and compensation structures. Activities such as salary negotiation role-play, discussions with experienced professionals, and case studies on income disparities can help students recognize the factors that influence their earnings. For post-professional students and practicing clinicians, educators can offer workshops on career advancement, salary negotiations, and maximizing supplemental income to enhance their gross annual income. Educators can also facilitate mentorship programs that connect students with experienced clinicians to discuss career planning and strategies for managing compensation and work-life integration. Incorporating administrative support and organizational structures into educational frameworks is critical, as these factors significantly affect job satisfaction and retention. Educators can encourage students to seek employers who offer resources and support conducive to long-term career success. By implementing these strategies, educators can help students and clinicians navigate compensation discussions and ultimately improve retention in the profession
