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Concurrent ACL and Medial/Lateral Meniscal Repair in a Collegiate Soccer Player: Disablement Model Case Study
No full textThis case examines a 19-year-old female Division I collegiate soccer player who underwent anterior cruciate ligament (ACL) reconstruction with medial and lateral meniscal repairs. Though meniscal tears often occur in conjunction with ACL injury, incidence of concurrent medial and lateral tears with presence of a displaced bucket-handle lesion is rare. This patient attempted to tackle an oncoming opponent in which contact caused forceful trunk rotation away from her planted right foot. Sideline evaluation revealed medial and posterior knee pain with active knee range of motion deficits. Further evaluation revealed apprehension and muscle guarding during Lachman’s, anterior drawer, and valgus stress tests. Immediate care consisted of immobilization and referral to the team physician. Upon evaluation, an MRI was prescribed which revealed a severe grade 2 ACL sprain with anterior tibial translation, displaced bucket-handle tear of the lateral meniscus, and a curvilinear non-displaced tear of the medial meniscus. Five days later, the patient underwent arthroscopic ACL reconstruction with a bone-patellar tendon-bone autograft and repairs to the lateral and medial menisci. Due to the displaced meniscus, the patient was unable to regain range of motion (ROM) through rehabilitation prior to surgery. During the initial stages of rehabilitation, the patient showed apprehension to pain and difficulty exhibiting intrinsic motivation, which led to a delay in regaining ROM. Consequently, the sports medicine team utilized feedback from patient outcome measures and adjusted the traditional rehabilitation program and implemented strategies to build trust, develop mental resilience, and provide extrinsic motivation. Following these concentrated efforts, the patient showed improved knee flexion and was able to avoid a second surgery. For cases in which pre-surgical rehabilitation efforts are limited, it’s important that clinicians identify their patient’s intrinsic and extrinsic challenges early during post-surgical rehabilitation, so that targeted strategies can be implemented and patient centered care is prioritized
A User-Friendly Guide to Intergenerational Service Learning
No full textThis article describes and provides a timeline for establishing an intergenerational service learning (ISL) program, the Friendly Visitors Program (FVP). The nationally recognized FVP has grown to about 100 students visiting approximately 200 elders each semester in more than 10 different facilities ranging from an adult day center to a small, rural assisted living facility. This article provides a timeline, textbooks, forms, and journal questions so that other scholars can replicate the FVP with ease
An Examination of the Relationship Between School Counselors\u27 Use of Time, Student Perceptions of School Counselors, and Students\u27 College, Career, and Life Readiness in Indiana Schools
No full textSchool counselors play a vital role in supporting students\u27 academic, career, social, and emotional development. Research shows that when school counselors dedicate more time to direct interactions with students, outcomes improve in areas such as graduation rates, disciplinary incidents, grade retention, and postsecondary enrollment (Carey et al., 2012; Chaney, 2023). However, many counselors face barriers to direct engagement due to non-counseling tasks, which limit their ability to provide the personalized support that students value. The American School Counselor Association (ASCA) National Model (ASCA, 2019b), a widely adopted framework for organizing school counseling programs, recommends that no more than 20% of counselor time be allocated to non-counseling duties to optimize student support and enhance student outcomes. Using data from 21 public Indiana schools, including Student Success Needs Assessment (SSNA) survey responses from students in grades 5-12 and counselors’ time use reports, this study addressed four research questions aimed at understanding the relationship between counselors\u27 time use and students’ perceptions of support and attainment of the ASCA mindsets and behaviors. Correlation analyses were conducted, and the results indicated no significant relationship between counselor time use and student perceptions or self-ratings of mindsets and behaviors. Despite this lack of significance, the findings highlight the complexity of school counselors\u27 influence on student outcomes. Consistent with prior research, these results suggest that the quality of interactions between counselors and students may be more impactful than the quantity of direct service time. Implications for future research, school policy, and school counseling practice are discussed
Smart Manufacturing Readiness Assessment - Analysis of a Modern Tool From a Sociotechnical Perspective
No full textSmart Manufacturing has emerged out of the pervasive buzzwords in publications as a competitive strategy, characterized by the intensive use of digital information and technology throughout the production processes; shop-floor, people, and systems are married by the Internet creating services critical to manufacturing. The work completed and presented here extends the research in the area of Smart Manufacturing (SM) readiness to include a more comprehensive approach to production floor implementation. The overarching goal is to explore SM implementation in attempt to identify underlying latent factors that relate to preparedness from a joint social and technical perspective, striving for a model of readiness. The systematic literature review starts with an exploration of the most widely used maturity models and readiness assessments, identifying the industry accepted dimensions. The literature review also sets the stage for the mixed-methods research framework by concluding that those identified models and assessment instruments are unvalidated and possibly ineffective. The design framework for this mixed-methods study is presented, exploring the underlying inter-related aspects of SM readiness through a sociotechnical lens—workers’ social dimensions and SM technology factors. The research analysis for this study explores the dimensions of the SM readiness through Exploratory Factor Analysis (EFA), using data from a commercial readiness assessment instrument. The EFA process is explained as completed using maximum likelihood extraction method along with Varimax factor rotation. In the end, six (6) factors were found and validated through Cronbach’s alpha and composite reliability measures. iv The factors are designated and then related back to the original instrument. The underlying sociotechnical dimensions of SM readiness are associated with those identified in literature, applied against the found factors, building on existing conceptual analysis and frameworks. Ultimately, a new conceptual model of SM readiness is developed and presented, offering a validated instrument with six (6) dimensions that is then processed on the existing dataset resulting in a current look at SM readiness. Finally, additional areas of research are offered that would extend and further bolster the sociotechnical perspective of SM readiness instruments
The Role of Cultural Brokers in Community-Based Research
No full textCultural brokers play a critical role of helping researchers navigate cultural and language barriers to gain insight into communities. This paper focuses on one cultural broker who helped facilitate community-based research among the refugee community. Her professionalism, expertise and knowledge of the community made her a valuable resource for both the researchers and the community. This work acknowledges the position of power and privilege that cultural brokers hold in community research
Community-Based Art Education in Early Field Experiences: Facilitating Opportunities for Preservice Art Education Students to Support Students with Disabilities
No full textPreservice art education students are often required to engage in Early Field Experience (EFE) observation hours before entering a credential program. Community-based art education (CBAE) projects may provide them with EFE opportunities to apply what they are learning in art education environments beyond the traditional classroom. This article describes one such CBAE project with a nonprofit organization providing arts instruction to students with different abilities and needs, primarily those with autism spectrum disorder (ASD)
The Indiana Statesman, April 24, 2025
No full text‘Concentrate’ exhibition and reception Q&A with Tanmaya Bingham; Pete Hegseth allegedly shares sensitive informationhttps://scholars.indianastate.edu/statesman/1090/thumbnail.jp
ClinAT: In Service to Athletic Training Scholarship
No full textTo be of service to others means to help others without expecting anything in return. The ClinAT, or Clinical Practice in Athletic Training journal, is an online, open-access outlet for the dissemination of practice-based research in health care, and a donation of time, effort, and energy to the profession of athletic training. In 2018, when Indiana State University created its first issue of ClinAT, we were a faculty of 3 with 5 PhD students supporting the journal, one of whom was wholly dedicated to the effort. As the higher education landscape has changed, and the roles and responsibilities of our faculty have evolved, so too has the make-up of support for the journal. Different than our counterparts in the profession, who are now charging publication fees or have full-time staff editors, we are a team of dedicated servant leaders, who come to this work, on top of our regular duties and responsibilities. We seek like-minded folks to serve in associate editor and reviewer roles - people who want to provide an inclusive and practitioner-friendly journal where people read the research and use it in practice. We appreciate the other challenges of higher education and health care, including the pressures of retention, tenure and promotion, as well as merit and recognition for scholarly contributions. And we are dedicated to timely review and publication, yet we acknowledge that reviewers and our team battle the challenges of work-life conflict that pervade employment in our society. We rededicate ourselves to publishing works within 12 months of acceptance. We ask the readership and author contributors to be considerate of these principles in our publication scheduling. This issue, we are unveiling our new logo, revised mission and vision statements, and website. Logo: Our new logo highlights the name of the journal, as it is colloquially known. Mission: Clinical Practice in Athletic Training (ClinAT): A Journal of Translational, Outcomes, and Action Research is an online, open-access outlet for the dissemination of practice-based research in health care. The journal provides translational research that studies the result of patient-centered health services, leadership, and education. Vision: We believe in the value of the clinician’s voice in bridging the gap between clinical practice and best available evidence. The vision of ClinAT is to provide an outlet for the practicing healthcare provider to share their story, successes and failures, in terms of patient services and practice advancement. We strive to offer unique manuscript styles and dissemination types, while blending the principles of evidence-based practice and emerging frameworks for clinical practice. Website: Our new website will be housed through DigitalCommons, similar to other peer journals in athletic training. This migration to a new platform provides a better reader experience along with more tools and tracking readership metrics for authors. We will be sunsetting our old website starting in March. However, all of our backlogged articles and issues have been transferred over to the new system and are already accessible. We will continue to migrate DOIs to the new weblinks, but the DOI addresses will not change. Additionally, we have made improvements to the submission and review process for both authors and reviewers. You can access the new website at the link below. If you have a previous DigitalCommons login, it will be the same for the new ClinAT website. https://scholars.indianastate.edu/clinat
Barriers to the Implementation of the Amsterdam 2022 Statement in the Secondary School Setting
No full textIntroduction: The Amsterdam 2022 International Consensus Statement on Concussion in Sport provides a summary of contemporary best practice recommendations for healthcare providers who are involved in the care of athletes at risk of sport-related concussion (SRC). Given that athletic trainers (ATs) have a professional responsibility to continually educate themselves on topics of great importance to the population that they care for, such as SRC management, it is reasonable to expect them to evolve their concussion management protocols to better align themselves with the recommendations found this statement. The purpose of this study was to identify the barriers associated with the implementation of the recommendations from the Amsterdam 2022 Statement by ATs in the secondary school setting to better inform ATs who seek to modernize their own concussion management protocols. Methods: 89 secondary school ATs (44 males, 45 females) with an average of 21.38 years of certified athletic training experience from NATA District 1 and 2 were recruited for the purposes of this study. ATs were provided with an electronic Qualtrics survey consisting of 6 demographic items and 11 items related to details on their currently existing concussion management protocols, their familiarity with the new recommendations in the Amsterdam 2022 Statement, and their ability and willingness to update their concussion management protocols as needed. Results: Slightly more than half of the ATs reported that their current protocols were completely aligned with the Amsterdam 2022 Statement recommendations (52.1%) and that they were currently using the Sport Concussion Assessment Tool (SCAT) version 6 or Child SCAT6 as opposed to any previous iterations (60.6%). The majority reported that their organization did not currently have any appropriate heart rate tracking equipment available to them to assist in the implementation of step 2 of the Amsterdam 2022 Statement return to sport (RTS) strategy (76.2%). The ATs who were not currently using the SCAT6 or Child SCAT6 reported the following implementation barriers to using these tools: the tool being too labor intensive to use in a large secondary school and/or at time of injury, waiting for approval of use by a employing hospital network, de-prioritization of the use of the newest tool in comparison to other aspects of their concussion management protocols that needed to be updated, the lack of time to review the new tool, and the lack of knowledge of there being a new tool. Other ATs also expressed concerns about not feeling appropriately trained on how to use the tool at all, not understanding the need to move to 10-word recall lists, the inability to have an appropriate setting to use the tool, and in one case, the lack of support from their team physician regarding the tool. The ATs shared more general barriers regarding the overall implementation of the Amsterdam 2022 Statement recommendations at their respective schools including lack of support and/or knowledge from various stakeholders, delayed approval from school administration, worries about the use of the SCAT6, and a lack of resources to implement the latest RTS progressions. Translation to Practice: Secondary school ATs will benefit from detailed dissemination of the barriers that exist against implementing the Amsterdam 2022 Statement recommendations in order to actualize the best contemporary concussion management protocol within their organization. Organizational administrators can further facilitate the implementation process by providing practical support, especially as it relates to environmental, policy, and financial resources. In addition to the provision of support, continuing education on the topic of SRC needs to remain a focal point in the athletic training profession to reduce the delay that exists between the discovery of well-researched, best practice recommendations to the use of these recommendations in active practice
Title: Professional Socialization and Development of Athletic Training Professional Program Directors
No full textIntroduction: The role of Program Directors (PD) has vastly expanded over the last decade to meet the evolving demands of athletic training education and higher education. While specific responsibilities such as programmatic planning and accreditation maintenance are directly outlined in accreditation standards, PDs often assume additional institutional and programmatic responsibilities that now include recruitment and retention efforts, mentorship of faculty and students, curriculum design and mapping, and other administrative tasks. Previous research demonstrates athletic training faculty have little formalized training in administrative roles, and Coordinators of Clinical Education (CCEs) desired more support and development for that role. Little research exists exploring the socialization of PDs in their administrative role; therefore, the purpose of this study is to explore the preparation and training of PDs in athletic training. Two questions guided this research: 1) What processes are used to socialize PDs into their roles? 2) What do PDs need to be successful in their roles? Methods: In this phenomenological qualitative study, 26 PDs participated in five separate focus groups (15 female, 11 male, mean age = 46.65 + 1.44 years). Data saturation guided the number of participants. All PDs in accredited athletic training professional programs (284) were recruited via purposive sampling through an email to individuals listed as PDs on the Commission on Accreditation of Athletic Training Education (CAATE) website in Fall 2024. Participants engaged in focus group interviews on ZoomTM using a semi-structured interview guide. The interview guide was validated by a panel of experts and piloted on three individuals in a focus group. Interviews were recorded and transcribed verbatim. Data were analyzed through phenomenological reduction, with data coded for common themes and subthemes. Trustworthiness was established via thematic member checks, peer review, and multi-analyst triangulation. Results: Five themes emerged related to PD socialization. In anticipatory socialization, participants identified how they were prepared for their role, such as through their doctoral program, previous positions within the program (e.g., core faculty, CCE), or service experiences (e.g., CAATE peer reviewer). Through organizational socialization, participants described role induction as primarily informal, through “on the job” training or shadowing the previous PD. Participants also reported not being formally trained or evaluated in their administrative role as PD. With role challenges, participants highlighted maintaining accreditation and increased institutional expectations (i.e. marketing and recruitment), which increased role strain and emotional stress. Participants indicated professional development was needed as they socialized into their roles. Participants desired intentional mentoring and training for programmatic leadership and administrative roles, specifically highlighting the importance of in-person professional development events for networking and developing a support system. Finally, participants discussed the support they have in their role, both within their institution and with other athletic training PDs. Peer support was a major socializing factor for PDs, and many reported forming a support group with others for collaboration and friendship. Many participants attributed their success in their role to the support received from peers. Translation to Practice: Professional socialization for PDs is varied, with “trial and error” being a common socializing tactic. At the institutional level, a robust onboarding process to ensure faculty’s understanding of institutional culture, providing clarity on institutional roles and expectations, and reviewing processes and procedures is critical to fostering a strong sense of organizational socialization. Since little formalized training for PDs currently exists, there is an opportunity for professional organizations to develop standardized training programs to more effectively prepare PDs to assume the role. In-person programming such as faculty leadership and development, mentoring for new PDs, and defining additional roles and responsibilities of PDs should be considered to allow for community building and creating strong professional support networks