Assessment and Management of Sport-Related Concussion Teaching Trends in Athletic Training Programs

Abstract

Context: Previous research suggests that health care providers, in general, are not adequately trained in sport-related concussion (SRC) recognition and management. However, it is unclear if athletic training educators are instructing athletic training students on evidence-based SRC assessment and management protocols. Objective: To examine and identify which SRC resources and management tools are being used to teach and prepare athletic training students to clinically evaluate and manage SRCs. Design: Cross-sectional study. Setting: Single Web-based survey. Patients or Other Participants: One hundred two athletic training educators. Main Outcome Measure(s): Survey questions collected education level, years of experience as an athletic trainer, sex, role within the athletic training program, and the type of athletic training program at their institution. Participants were asked which position statement or consensus statement was used to teach SRC and, finally, which SRC management tools were taught to students in regard to SRC evaluation, management, and return to play. Results: Respondents have been certified athletic trainers for an average of 17.9 ± 6.5 years and accumulated a mean of 9.9 ± 6.8 years of clinical experience before transitioning into educational roles. Among the respondents to the survey, 99% of educators are using the National Athletic Trainers' Association position statement to teach SRC. The clinical examination (100%) was the most widely taught evaluation tool among respondents. Out of all the respondents, over 80% of educators are teaching clinical use and application of the Sport Concussion Assessment Tool 3, Balance Error Scoring System, and computerized neurocognitive testing; however, only 71% are teaching the stepwise progression, and less than 30% are teaching newer tools documented in SRC literature. Conclusions: Educators are following recommended practices of teaching a multifaceted approach to SRC evaluation and management. However, instruction is lacking on the use of a stepwise return-to-play progression and newer SRC management tools that assess vestibular and ocular-motor impairment.