Sports Medicine I and Athletic Training
Sports Medicine I and Healthcare Technology
This course introduces medical legal, consent, ethics, patient assessment, history taking, teamwork, trauma treatments, medical treatments, medical skills, allied healthcare, hospital, prehospital operations, concussions and neurological evaluation, psychology, and rehabilitation. Students will work in units of no more than 4 students to accomplish patient care in scenarios. They will also complete IS-100 through FEMA. Participation in the field internship for a minimum of 15 hours is also mandatory. Students will also attain their Basic Life Support certification.
Of all that apply only 36 can join the class and earn their black shirt and roundel patch. It is a significant honor to be accepted and each year we have over 80 applicants for the class out of a school of 600 students.
Learn by doing,
Learn by leading…
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During their first-year students are given leadership roles as unit leaders. In this role they are responsible for their unit’s day-to-day activities in the program. They now set up and get involved with student leadership to represent their unit’s needs. They act as attending on scenarios and execute CRM.
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Unit Leaders rotate with the sport seasons. Of a unit of four, three will be unit leaders. The fourth is not left out but will be given ad-hoc tasks and lead within various scenarios. Along with our core belief that every student can succeed at a high level, these experiences build confidence, interpersonal skills, and pride & ownership in our school.
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The advancement is also geared toward exposing the students to the myriad of careers within the medical field. First years are also given opportunities to investigate the scope of care of the various different careers and practice skills, on simulations, that the career would typically perform. This empowers the students to look from entry-level out-of-high-school jobs like EMTs or CCMA to paramedic, nurse, physician’s assistant, and doctor. Students are put through hundreds of simulated contacts and scenarios going through hundreds of reps on BLS skills.
Students are also given the application of this career exploration as they start to look at all medicine through a public health lens. By the end of the year, they are able to recognize “good” science from “bad” at the basic level and this will serve them throughout their lives and their decisions. The health of one member and the decisions of one member echo through the community, eventually out to high levels. Students look at the various career fields and their effects on public health and feel more empowered to start projects to improve public health.
All the while teamwork, consensus, and pride & ownership are constantly reinforced to lay the foundations for leadership. This also echoes into the student’s other classes as they become more able to facilitate group work. They report feeling empowered to be a peer leader and that they have significantly more productive collaborative work on the whole.
Each of the first-year Units designates a unit leader for each athletic season. These people are peer leaders and keep their units going while representing the students to leadership and administration.
Unit leaders wear a single stripe on their collar, but if they are selected for two seasons they can wear two.
Unit Leaders
Unit Patches
First Year Units also wear a distinctive patch. Each unit’s patch is a method of building pride and ownership along with being able to distinguish between the different units during complex scenarios or field work. The unit patches were chosen by the students and many have become traditions over the course of the program. The day the students receive their unit patch (after the first season) is an important day and cause for celebration.