ASHS Residential Degree - Master of Science in Athletic Training

Master of Science in Athletic Training

The residential Master of Science in Athletic Training program is no longer accepting new applicants. This program has transitioned to an online format. Please visit the online Master of Science in Athletic Training program webpage for more information.

A.T. Still University’s (ATSU) Master of Science in Athletic Training degree prepares students with the most advanced, evidenced-based strategies available for providing enhanced care, optimized outcomes and improved overall health.

ATSU’s athletic training degree program is a CAATE Accredited Post-Professional Graduate Athletic Training degree program. The two-year, post-professional master’s degree program in athletic training is designed for state licensed and/or athletic trainers certified by the Board of Certification (BOC) or individuals who have met eligibility requirements to sit for the BOC certification examination prior to matriculation.

Offered through ATSU’s Arizona School of Health Sciences (ATSU-ASHS), the Master of Science in Athletic Training degree offers an immersion into health professions education with an emphasis on whole person healthcare. Students take core courses in anatomy and research with students enrolled in the ATSU-ASHS physical therapy, occupational therapy, and audiology programs.

* The MS-AT program is not a route to certification as an athletic trainer. For more information on professional athletic training education programs, please visit www.caate.net

Dedicated to the advancement of athletic training education, ATSU’s athletic training degree prepares students for an elite level of excellence by matching each student’s passion for athletic training with the knowledge, resources and opportunities to excel. They develop an integrated understanding of clinical experience, patient values and best available evidence for superior decision making. They also learn to employ clinician-based and patient-based clinical outcome measures to clearly determine the effectiveness of athletic training services. Educators are prepared with the advanced graduate training they’ll need to effectively teach their own students to succeed as athletic trainers.

Graduates of this master’s degree in athletic training gain the advantage in designing, conducting, analyzing and disseminating athletic training research. They also gain the knowledge and expertise edge only a true leader in sports medicine can provide, as evidenced by ATSU’s president, who served the NBA for almost 20 years and was named the 2012 NBA Physician of the Year.

The athletic training degree specializes in successfully placing graduates in the positions they desire, providing opportunities to be at the forefront of their profession and to get a head start on credit toward a future doctorate.

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Program Outcomes +

Upon completion of the ATSU Post-Professional Athletic Training Program, students’ will be able to achieve the following outcomes:

Demonstrate safe and effective clinical decision-making in athletic training practice in a manner that integrates quality improvement, evidence-based practice, and patient-oriented outcomes.
Demonstrate advanced knowledge and clinical practice skills in the examination, diagnosis, and management of sport related injuries and illnesses.
Demonstrate advanced clinical practice, integrating effective communication, knowledge, skills, and clinical reasoning, professionalism, and self-reflection in daily practice.
Demonstrate foundational knowledge of human anatomy.
Demonstrate knowledge and skills for designing, conducting, analyzing, and disseminating athletic training research.

Program retention rate

Type of Student	2017-18	2018-19	2019-20	Three year aggregate
Number of students beginning program	6	12	12	30
Number of student returning for year two	5	12	10	27
Program retention rate (percentage)	83	100	83	89

Student graduation rate

Students	2017-18	2018-19	2019-20	Three year aggregate
Graduating from the program	5	12	10	27
Graduation rate (percentage)	83	100	83	89

Graduate placement rate

Students	2017-18	2018-19	2019-20	Three year aggregate
Number employed as AT	5	12	10	27
Employment rate as AT (percentage)	100	100	100	100
Employed as other	0	0	0	0
Employment rate as other (percentage)	0	0	0	0
Unemployed	0	0	1	0
Unemployed rate (percentage)	0	0	8	0

*Data are included for the last three years as a three year aggregate.

**According the ASHS Catalog, “Students are expected to complete their degree within the program’s standard plan of study as indicated in the catalog. In circumstances where additional time is needed, and with approval of the appropriate chair, students will have a maximum degree completion timeline of five (5) years for a master’s program.”

Master of Science in Athletic Training Research

Research Equipment and Facilities +
- The Athletic Training program seeks to foster the value of scholarly activity and to develop students’ leadership skills in the research aspects of athletic training. The multidisciplinary setting at ATSU-ASHS, which includes physical therapy, occupational therapy, physician assistant studies, medical informatics, and audiology, promotes cross-disciplinary scholarship and provides students with exposure to a variety of different research programs.
  
  The Interdisciplinary Research Laboratory is a 3,000 square-foot facility with an expanded offering of research equipment and opportunities to study neuromuscular, metabolic, and cognitive function.
  
  The Interdisciplinary Research Laboratory houses and supports equipment to study neuromuscular and cognitive function, including:
  - 12-camera Vicon™ Motion Analysis System with Motion Monitor™ software and high-performance computer to capture kinematic data
  - EMG unit, the Noraxon Wireless TeleMyo DTS 16-channel system, for assessment of neuromuscular performance characteristics
  - In-floor Kistler 9286 AA Slimline Force Plate, a portable multi-component force plate for measuring ground reaction forces and moments acting in any direction
  - GaitRite gait analysis system
  - NeuroCom Smart Balance Master with a long forceplate and the Dynavision system, for measuring postural stability and vestibular function
  - RealEyes™ binocular XDVR video goggles and camera for assessing and recording eye movements
  - LigMaster computerized stress device, available for assessment of ankle, knee, elbow, and glenohumeral joint force-displacement characteristics
  - MiniSim™ driving simulator system with Logitech™ G27 steering wheel/pedals/shifter and instrument button boxes for control of equipment (i.e., wipers, light, mirrors) that interfaces with a high-performance computer with high speed graphics card and three 24” monitors with software for MiniSim™ driving simulator system
  - 2 GE LOGIQ e diagnostic ultrasound units
  - 4 desktop and laptop computers dedicated to data analysis and writing
  - Custom made joint stiffness device
  - Electrogoniometers, accelerometers, and hand-held dynamometers
  The Interdisciplinary Research Laboratory also houses and supports equipment to study exercise and metabolic function, including:
  - Parvo metabolic system with ECG
  - CosMed portable metabolic system
  - Treadmill
  - Lode electronically braked adult and pediatric cycle ergometers
  - Monark cycle ergometer

ATSU-ASHS Athletic Training Research Agenda +

The Athletic Training program uses a research agenda focused on outcomes research to enable evidence-based athletic training practice. As a framework for conducting patient-oriented outcomes research, the Athletic Training program adopted the National Center for Medical Rehabilitation Research (NCMRR) disablement model. The NCMRR has proposed the use of a disablement model as an organizing framework for supporting its research efforts. The core disablement concepts of “impairments, functional limitations, and disabilities” have become generally accepted. The NCMRR model includes the elements of “pathophysiology, impairment, functional limitation, disability, and social limitation.” This framework is also intended to encourage and promote interdisciplinary research efforts.

Usage of this model as a philosophical guide for research also opens the door to alternate funding sources, especially at the federal level. Multiple agencies, including the National Center for Medical Rehabilitation Research, National Institute of Arthritis and Musculoskeletal and Skin Diseases, National Institute of Aging, Department of Rehabilitation Medicine, National Institute on Disability and Rehabilitation Research, and the National Council on Disability support this line of investigation.

Additionally, because this model looks at all aspects of “disablement,” which could range from simple disease to long-term disability, it therefore also considers the interaction of the individual and their environment when placed within a disabled state. Thus, it is very much in keeping with ATSU’s theme of “defining whole person healthcare.” In fact, this model very much reflects the results of any pathophysiological condition upon the “whole person” as well as their interactions with society. From this point of view, it is a very public-health oriented model as well.

NCMRR Disablement Model
Patho-physiology	Impairment	Functional Limitation	Disability	Societal Limitation
Interruption of or interference with normal physiological and developmental processes or structures.	Loss and/or abnormality of cognitive, emotional, physiological, or anatomical structure or function, including all losses or abnormalities, not just those attributable to the initial patho-physiology	Restriction or lack of ability to perform an action in the manner or within a range consistent with the purpose of an organ or organ system.	Inability or limitation in performing tasks, activities, and roles to levels expected within physical and social contexts.	Restriction, attributable to social policy of barriers (structural or attitudinal), which limits fulfillment of roles or denies access to services and opportunities that are associated with full participation in society.

ATSU Athletic Training Program Research
Patho-physiology	Impairment	Functional Limitation	Disability	Societal Limitation
Shoulder injury Mild head injury	Mild head injury Shoulder injury Neuromuscular control	Mild head injury Shoulder injury Neuromuscular control	Health-related quality of life Mild head injury Shoulder injury Pediatric sports medicine	Health-related quality of life Mild head injury Pediatric sports medicine

Figure 9: Athletic training faculty research interests fit the NCMRR disablement model.

Faculty Research Interests +
- Dr. Valovich McLeod’s ongoing line of research revolves around sports medicine concerns of the pediatric athlete, with special emphasis on sport-related concussion. Dr. McLeod completed her dissertation on the use of clinical assessment tools for concussion in youth sports athletes. She has also looked at factors affecting the use of clinical concussion assessments such as practice effects and exertion and sat on the NATA Pronouncements Committee on the Management of Sports Related Concussions. Her current work is investigating the short- and long-term effects of pediatric sports concussion as well as recovery following concussion on traditional concussion measures and health-related quality of life and concussion awareness and education among various healthcare providers and school personnel. Dr. McLeod also has research interests regarding appropriate medical care for secondary school and collegiate athletics.
  
  Dr. Valier’s research focuses on clinical outcomes assessment, with an emphasis on the evaluation of health-related quality of life (HRQOL). Her primary area of interest is in measuring the outcomes of various athletic training interventions as well as evaluating the HRQOL of high school and college athletes who suffer sport-related injury. She has investigated HRQOL in adolescent athletes in both the secondary school setting as well as in outpatient orthopaedic clinics. Dr. Valier is also interested in the use and development of patient-based outcomes instruments for the purpose of outcomes assessment and measuring the end result of healthcare services. Her interests also include the measurement properties and interpretation of patient-rated outcome measures, with special attention toward meaningful change values (e.g., minimal clinically important difference and minimal detectible change). In addition to her emphasis in clinical outcomes assessment, Dr. Valier has an interest in epidemiology as it relates to frequency, risks, and rates of sport-related injury.
  
  Dr. Bacon has methodological expertise in survey and qualitative research design and her line of research focuses on health care professional education and practice interventions to enhance clinical practice behaviors. Currently her research in this area includes identifying best practices for health care professionals and school personnel regarding the implementation of academic adjustments for concussed student-athletes, as well as understanding athletic trainers’ patient care documentation behaviors. Dr. Bacon’s research interests also include athletic training educational outcomes, with a specific focus on the incorporation of healthcare competencies within athletic training education, identifying effective educational techniques to aid athletic trainers in learning the fundamentals of evidence-based practice, competency-based education and knowledge translation models.
  
  Dr. Anderson’s primary research interests are focused on the development of clinical expertise in athletic training and quality improvement in clinical education. Secondarily, he has expertise in use of the Functional Movement Screen (FMS) and Selective Functional Movement Assessment (SFMA) and is currently involved in research examining movement capacity, including breathing, core stabilization, and other functional movements
  
  Dr. Huxel Bliven’s line of research focuses on shoulder function and stability, specifically as it relates to muscle activation during rehabilitation and overhead activities, adaptations in the overhead throwing athlete, and properties of shoulder stiffness. Another research area of interest is clinical outcomes in overhead athletes.
  
  Dr. Bay teaches courses in research methodology and statistical analysis. His primary area of interest concerns the application of statistical models to sports-related injury and rehabilitation.
  
  Dr. Lam’s current line of research seeks to understand the overall impact of sport-related lower extremity injuries on patient-oriented outcomes. Specifically, Dr. Lam is interested in identifying the immediate and long-term impact of ankle and knee injuries on patient outcomes such as self-report of function and health-related quality of life. Through his research, he hopes to gain a better understanding of the patient’s perspective with the aim of improving patient outcomes and quality of care following a sport-related injury. To that end, Dr. Lam’s research interests also include identifying new methodologies to support comparative effectiveness research in sports medicine including the use of practice-based research networks, point-of-care clinical trials, Bayesian statistics, and healthcare information technology (eg, electronic medical records, big data, mobile devices).
  
  Dr. Sauers’ primary research interests are related to examination and rehabilitation of the athletic shoulder with specific interests in shoulder outcomes assessment, the effectiveness of interventions for treating shoulder impairment, and shoulder mobility assessment. Dr. Sauers is also interested in the study of shoulder kinematics with research aimed at quantifying normal and pathologic laxity and stiffness of the glenohumeral joint and evaluating the relationship between micro-instability, scapular dyskinesis, and posterior capsular tightness in the overhead-throwing athlete. Dr. Sauers is also interested in studying issues related to athletic training education in the context of health professions education and issues related to post-professional education, including specialty certification and residency education in healthcare.
  
  Dr. Welch has methodological expertise in survey and qualitative research design and her research includes two distinct lines: patient-oriented outcomes research and athletic training educational outcomes. Her research agenda regarding patient-oriented outcomes includes specific emphases on clinician knowledge and best practices as well as capturing the patient perspective of adolescent athletes following sport-related concussion. Research in this line includes questions about athletic trainers’ documentation trends in clinical practice, clinicians’ perceptions and challenges for capturing the patient’s values, goals, and preferences, and methodological considerations to capture the concussed patient perspective. Dr. Welch’s research in the area of athletic training educational outcomes focuses on the incorporation of healthcare competencies within athletic training education, identifying effective educational techniques to aid athletic trainers in learning the fundamentals of evidence-based practice, and knowledge translation models.

Research Links +
- American Academy of Orthopaedic Surgeons American College of Sports Medicine American Journal of Sports Medicine American Orthoapaedic Society for Sports Medicine American Shoulder and Elbow Surgeons American Sports Medicine Institute Brain Injury Association Cincinnati Sportsmedicine Research and Education Foundation Journal of Athletic Training NATA-Research and Education Foundation National Institutes of Health National Library of Medicine National Science Foundation Orthopaedic Research and Education Foundation PUB-MED The Aircast Foundation The Shoulder Source

Master of Science in Athletic Training Degree Faculty

Students work with world-class faculty who demonstrate excellence in scholarship, teaching and modeling service to this profession.

Dedicated to the success of each student, faculty members provide expert instruction to Master of Science in Athletic Training degree students. Together with staff, they help students develop the professional attitudes and clinical problem-solving skills necessary for optimum patient care. Interaction with a variety of instructors offers students exposure to a variety of teaching styles, healthcare- and education-related backgrounds and experiences that contribute to a well-rounded education fostering personal and professional growth.

Dean +
- - Annlee Burch, PT, MPH, EdD
    
    Dr. Ann Lee Burch is the dean of A.T. Still University’s Arizona School of Health Sciences (ATSU-ASHS). Dr. Burch received her doctor of education from Columbia University, Teachers College in 2005. She received her masters of public health from Columbia University, Mailman School of Public Health in 2002 and her masters of physical therapy from Columbia University, College of Physicians and Surgeons in 1989. She was a postdoctoral fellow with the Research Group on Health Disparities at Teachers College, Columbia University. Her BA is in psychology from the University of Rochester.
    
    Prior to her appointment as dean, Dr. Burch served as vice dean for ATSU-ASHS. She served as the chair of the Physical Therapy Department from 2008-January 2012. Prior to ATSU, Dr. Burch was the director of physical therapy at the University of Puerto Rico, Medical Sciences Campus in San Juan, Puerto Rico. She has held administrative and/or faculty positions at the International Center for the Disabled in NY, NY, Mercy College in NY, and Long Island University in Brooklyn, NY.
    
    Dr. Burch’s area of scholarly interest and application of that interest is in knowledge, attitudes, and self-efficacy of health care providers and healthcare professional students towards underrepresented patient/client groups.
    
    Dr. Burch is the author of a Guide to Physical Therapy (Vault Publishers) which was written to increase information access about physical therapy to both high school graduates and re-entry adults. She was a co-investigator on an NIH grant at the University of Puerto Rico exploring the feasibility of an exercise program for breast cancer survivors living in San Juan. Dr. Burch has lived in Symi, Greece, Taipei, Taiwan, Ahmdebad, India and San Juan, Puerto Rico, and is committed to research, teaching and service that further the understanding of the impact of socioeconomic and cultural variables on health.
    
    She was a member of the class of 2014 cohort of Women in Educational Leadership at Harvard Graduate School of Education. In 2017 she was the co-PI on a Centers for Disease Control, Association for Prevention and Teaching grant exploring a population health case study format for teaching and communicating the impact of social determinants of health on health disparities. She was recently appointed a peer reviewer for the Higher Learning Commission.

Vice Dean +
- - Marlene Salas-Provance, PhD, MHA, CCC-SLP
    
    Dr. Salas-Provance, is professor and vice dean of A.T. Still University’s Arizona School of Health Sciences (ATSU-ASHS). Dr. Salas-Provance received her doctorate in speech science from the University of Illinois Urbana-Champaign. She received her masters of health administration from the University of Missouri School of Medicine-Columbia. She holds both a bachelors and masters in Speech Pathology from New Mexico State University.
    
    Prior to her appointment as vice dean, Dr. Salas-Provance served as associate dean of academic and student affairs for the School of Health Professions at the University of Texas Medical Branch Galveston. She served as assistant dean and chair in the College of Education, Department of Special Education and Communication Disorders at New Mexico State University in Las Cruces, New Mexico and department chair in the Department of Communication Sciences and Disorders at the University of Montevallo (AL). She held faculty positions at Fontbonne College and St. Louis University, in St. Louis, MO.
    
    She has made extensive professional contributions to the American, Speech, Language & Hearing Association (ASHA), serving on the Speech-Language Pathology Advisory Council, member of the Financial Planning Board, and the Multicultural Issues Board. She served as coordinator of ASHA’s Special Interest Group (SIG) 14, Communication Disorders and Sciences in Culturally and Linguistically Diverse populations and was a founding member and coordinator of SIG 17, Global Issues in Communication Sciences and Disorders. She is an ASHA Fellow and received ASHA’s highest awards for “Special Recognition in Multicultural Affairs” and “Outstanding Contributions in International Achievement.”
    
    Dr.Salas-Provance has served as a clinical educator throughout her academic career, especially related to children with cleft lip and palate. She is a member of an international medical team with Rotaplast International and has traveled worldwide for over 15 years to provide clinical services to children with cleft palate. She implemented a program for graduate students in speech pathology to provide clinical services in Spanish to children with cleft palate in Lima, Peru. In addition to Lima, Peru she has provided clinical services in China, Bangladesh, Philippines, El Salvador, Dominican Republic, Guatemala and Venezuela.
    
    Dr. Salas-Provance is coauthor of the textbook Culturally Responsive Practices in Speech-Language and Hearing Science (Plural Publishing, 2019) which meets the needs for training students in healthcare professions regarding practice with individuals from culturally and linguistically diverse populations. Her research is focused on attitudes towards disability by diverse populations and addressing the use of language interpreters during healthcare and educational encounters.
    
    Over the past ten years she has lectured extensively to international audiences, both in English and Spanish, including as invited speaker for the Congreso Internacional en Trastornos de la Comunicacion at Escuela de Fonoaudiologia (Speech Language Pathology / Audiology) de la Universidad de Talca, Chile and for the Department of Otolaryngology, Hospital Nacional Arzobispo Loayza, Lima, Peru, Endoscopic Evaluation of Velopharyngeal Dysfunction. She was invited keynote speaker for the First International Congress in Speech-Language Pathology and Orthodontics in the area of cleft lip and palate in Lima, Peru.
    
    Dr. Salas-Provance was selected for the American Council on Education (ACE) Women’s Leadership Program and attended the National Women’s Leadership Forum in Washington DC (2017) for advancing female executives in higher education.

Chair +
- - Eric L. Sauers, PhD, ATC, FNATA
    
    Eric L. Sauers, PhD, ATC, FNATA, is a tenured full professor and chair of the Department of Interdisciplinary Health Sciences at A. T. Still University (ATSU), in Mesa, Arizona. Dr. Sauers also holds a joint appointment as a research professor in the ATSU School of Osteopathic Medicine in Arizona. Dr. Sauers received his bachelor’s degree in exercise science from Seattle Pacific University, his master of science degree in sports health care from ATSU, and his doctor of philosophy degree in sports medicine and adult/university education at Oregon State University. Dr. Sauers has a special interest in both institutional and programmatic accreditation, having co-chaired his institutions regional accreditation site visit, written programmatic accreditation self-studies, and conducted numerous programmatic accreditation site visits. As the founding chair of the Department of Interdisciplinary Health Sciences, Dr. Sauers planned and implemented the online Human Movement program, the online Doctor of Health Sciences (DHSc) program, and the online Doctor of Athletic Training (DAT) program. He currently oversees the online DAT program in addition to overseeing the Master of Science in Athletic Training program, the Human Anatomy Unit, and the Biostatistics and Clinical Research Unit. Dr. Sauers served as the director of the Master of Science in Athletic Training program from 2000 to 2009. His primary research and scholarly interests are related to the assessment of clinical outcomes and health-related quality of life in athletes following musculoskeletal injury, the examination and rehabilitation of the athletic shoulder and health professions education and accreditation. Dr. Sauers has published numerous peer-reviewed scientific articles and given numerous state, regional, and national presentations related to his research and scholarship. He served as the first active member and then president of the American Society of Shoulder and Elbow Therapists (ASSET) that was not dual-credentialed. He has served as a commissioner and the vice president of the Commission on the Accreditation of Athletic Training Education. Dr. Sauers was responsible for the visioning and development of the first and only Agency for Healthcare Quality and Research recognized practice-based research network in the athletic training discipline and currently serves as the associate director of the ATSU Athletic Training Practice-Based Research Network (AT-PBRN). The AT-PBRN utilizes a web-based electronic medical record that Dr. Sauers helped to design and develop to enable efficient clinical documentation of patient care while supporting back-end mining of a national clinical practice database. He is the associate editor for Clinical Outcomes for the Journal of Sport Rehabilitation and an editorial board member for the Journal of Athletic Training and the Athletic Training Education Journal. He has previously served as the chair of the National Athletic Trainers’ Association (NATA) Post-Professional Education Committee and as a member of the NATA Education Council Executive Committee. He has received the President’s Award from the Arizona Athletic Trainers’ Association, the Distinguished Educator Award from the Rocky Mountain Athletic Trainers’ Association, and has been recognized for his dedication to the athletic training profession with the distinction as a Fellow of the NATA.

Director +
- - Tamara C. Valovich McLeod, PhD, ATC, FNATA
    
    Tamara C. Valovich McLeod, PhD, ATC, FNATA, is the Athletic Training program director, professor of Athletic Training, research professor in the School of Osteopathic Medicine in Arizona, and the John P. Wood, DO, endowed chair for Sports Medicine at A.T. Still University in Mesa, Arizona.
    
    Dr. McLeod completed her doctor of philosophy degree in education with an emphasis in sports medicine from the University of Virginia. She is the founding director of the Athletic Training Practice-Based Research Network. Her research has focused on the pediatric athlete with respect to sport-related concussion. Her current work is investigating the short- and long-term effects of pediatric sports concussion as well as recovery following concussion on traditional concussion assessments, academics, and health-related quality of life.
    
    Dr. McLeod is also involved with pediatric sports injury education and prevention through the Positive Play Project in conjunction with Mesa Parks and Recreation.
    
    Dr. McLeod was a contributing author for the NATA Position Statement on the Management of Sport-Related Concussion, the lead author on the NATA Position Statement on the Prevention of Pediatric Overuse Injuries, and a consultant and contributing author on the Appropriate Medical Coverage for Secondary School-Aged Athletes. Dr. McLeod serves on numerous editorial boards, and publishes frequently in the athletic training and sports medicine journals and is a NATA Fellow.

Administration and Faculty +
- - Tamara C. Valovich McLeod, PhD, ATC, FNATA
    
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  - Alison Snyder Valier, PhD, ATC, FNATA
    
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  - Barton E. Anderson, DHSc, AT, ATC
    
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  - Eric L. Sauers, PhD, ATC, FNATA
    
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  - Cailee E. Welch Bacon, PhD, ATC
    
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  - Sue Falsone, PT, MS, SCS, ATC, L-AT, CSCS, COMT, RYT
    
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  - Kellie C. Huxel Bliven, PhD, ATC
    
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  - Kelsey Picha, PhD, AT
    
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  - Rebecca Hlavac, M.S.
    
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  - Kenneth C. Lam, ScD, ATC
    
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  - R. Curtis Bay, PhD
    
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  - Gary D. Delforge, EdD AT-Retired
    
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Staff +
- - Amanda Vigil, MBA
    Administrative Manager
    
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  - Kaylynn Schmitt
    Administrative Assistant
    
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Master of Science in Athletic Training Degree Admissions

Requirements +
- Candidates applying for admission to the Master of Science in Athletic Training degree program will have:
  
  Candidates accepted for admission to the AT program will have earned a baccalaureate degree prior to enrollment.
  
  Applicants to the AT program must demonstrate Board of Certification (BOC) certification as an athletic trainer or completion of all eligibility requirements to sit for the BOC certification examination.
  
  Applicants must have achieved a minimum 2.5 cumulative GPA on a 4.0 scale.
  
  Applicants are expected to be computer literate and experienced in word processing. All curricula require extensive computer usage. Accepted applicants are required to have a laptop computer prior to the first day of class.
  
  Students must obtain and maintain CPR certification. Verification must be submitted to ATSU-ASHS prior to enrollment.
  
  Applicants are required to submit official GRE scores. Any scores older than three years prior to matriculation year will not be accepted. GRE scores should be postmarked by the March 1 timeline of the application year. The GRE Code for ATSU-ASHS is 3743 (There is no department or program code.).
  
  Applicants must secure references from: 1) a present or former faculty member, academic adviser, or employer with some relevance to the student’s career as an athletic trainer, and 2) a healthcare professional. Letters from an educational consulting service will not qualify. Letters of reference must be submitted for each application year.
  
  Applicants must submit two copies of personal resume. Guidelines are offered in the application instructions.
  
  Applicants who wish to be considered for more than one program must submit a separate application and fee, official GRE scores, transcripts, and references for each health sciences program. Acceptance to ATSU-ASHS is to a specific program and is not transferable to any other program. Application materials are not transferable from one application year to another.
  Applicants are required to demonstrate proficiency in English when applying to the Arizona School of Health Sciences, A.T. Still University. Written and spoken proficiency in the English language may be demonstrated by one of the following options:
  - Option 1 - English is your first language.
  - Option 2 - Graduated from a regionally accredited four year university or college in the United States (minimum BA or BS).
  - Option 3 - You are demonstrating your English proficiency by submitting acceptable scores on the Test of English as a Foreign Language (TOEFL) or the International English Testing Service (IELTS).
  Acceptable minimal scores for ASHS applications are:
  - Internet based total score = 80
  - Acceptable IELTS score are an overall band score of 6.5
  The TOEFL is administered by TOEFL/TSE Services, P.O. Box 6151, Princeton, NJ, 08541-6151, USA 609. 771.7100. Information is available at http://www.ets.org/toefl. A.T. Still University’s institutional code is 0339. Please be sure to include this information when you submit your application packet. TOEFL Educational Testing Services P.O. Box 6151 Princeton, NJ 08541-6151 609.771.7100
  Applicants are required to submit all official college or academic transcripts prior to matriculation.
  Licensure Any athletic training student working as a graduate assistant, or who is practicing athletic training independently, is required to be licensed by the Arizona Board of Athletic Training. It is expected that students will become licensed prior to the commencement of their assistantship. Assistantships may be delayed or forfeited if the student fails to become licensed prior to this date. Note: BOC certification is required for Arizona athletic training licensure. There is no grace period for incoming athletic trainers. Additional information and relevant forms can be found at the Arizona Board of Athletic Training website.
  
  Technology Requirements
  
  All ATSU students are required to own a computer system. Minimum system requirements vary depending on program.

Application +
- The program operates on a rolling admissions basis and all applications are considered until class openings are filled.
  
  Start your application here. First, you will need to create an account for access to the online application. Instructions are included on how to complete the application and provide us with all required documentation. If you have any questions regarding the online application, please call Admissions at 660.626.2237.

Tuition+
- Review tuition and fees for the Master of Science in Athletic Training program. Please note tuition and fees are subject to change.

Request Information+
- Have a question for ATSU?
  
  Submit an inquiry for more information on your program of interest, or connect with us via social media. For additional information contact the Master of Science in Athletic Training program at: 866.626.2878 or admission@atsu.edu
  
  Inquire Now
  
  Connect Now
  
  Missouri Campus
  
  800 W. Jefferson Street Kirksville, MO 63501 Phone: 660.626.2121
  
  Arizona Campus
  
  5850 E. Still Circle Mesa, AZ 85206 Phone: 480.219.6000

Financial Aid+
- Federal financial aid is available for qualifying students. For more information visit Enrollment Services or contact them at 866.626.2878 ext. 2019 or by email at enrollmentservices@atsu.edu.

The ATSU Family and Culture

patient in white working with athletic training doctor

Male patient meeting with female advisors

Male patient working with female athletic trainer

Three medical students wearing white lab coats smiling, posed for a picture.

Female medical students wearing white lab coats, smiling while consulting with a patient.

Physical therapy doctor examining the knee of a young woman.

Physical Therapy students working together.

A young woman wearing a white lab coat, talking with a small boy holding a teddy bear.

Master of Science in Athletic Training Curriculum Overview

First Year: Fall Semester

Advanced Clinical Practice I: Sudden Death in Sport +
- Credits: 1
  This course is designed to enhance the athletic trainer’s knowledge, skills, and practice in development and implementation of evidence based emergency care plans. Current Position and Consensus Statements on Emergency Planning, Sudden Death in Sports, Exertional Heat Stroke, Care of the Spine Injured Athlete, Lightning Safety in Athletics, and others will be reviewed and critically discussed. None

Advanced Clinical Practice II: Health Information Technology +
- Credits: 1
  An understanding and the use of health information technology has been identified as an important competency for all modern healthcare professionals. The purpose of this course is to provide the athletic trainer with a survey of relevant concepts, tools, and systems of health information technology. Topics include the use of healthcare informatics, electronic records, and emerging technologies to enhance patient care, and ethical and legal considerations related to the use of health information technology. Emphasis will be placed on collaborative learning and integration of health information technology principles into the student’s daily clinical practice. None

Human Anatomy I +
- Credits: 4
  This blended lecture and lab course is designed to prepare health professions students with appropriate knowledge of the structure, function, and clinical application of human anatomy. Prosected human cadaver laboratory is a required and essential component of the course. Following this course, students should be able to identify and discuss the clinical correlation of specific structures of the head, neck, back, thorax and abdomen.

Human Anatomy II +
- Credits: 4
  This blended lecture and lab course is designed to prepare health professions students with appropriate knowledge of the structure, function, and clinical application of human anatomy. Prosected human cadaver laboratory is a required and essential component of the course. Following this course, students should be able to identify and discuss the clinical correlation of specific structures of the pelvis, perineum, lower extremity and upper extremity.

Quality Improvement and Patient Safety +
- Credits: 3
  Quality improvement is the consistent, combined effort of many to make changes in healthcare that will improve patient outcomes, system performance, and professional development. An overview of the history of quality improvement in healthcare will be provided to provide a global understanding of the value of quality improvement to the advancement of patient care. Additionally, the Model of Improvement will serve as the theoretical foundation for the course. Topics will include creating and managing interprofessional teams, identifying quality improvement issues, process literacy, data collection for continuous improvement, and implementing system changes. During the course, students will also be introduced to common tools used in quality improvement projects, such as process diagrams, cause-and-effect diagrams, run charts, and plan-do-study-act cycles. Achievement of course learning objectives will occur through readings, multi-media presentations, discussions, presentations, exams/quizzes, and individual and/or group assignments. * Course may be transferable if completed prior to the DAT program as a part of ATSU’s Master of Science in Athletic Training (M) or the Certificate in Clinical Decision Making in Athletic (C). Please see the Advanced Standing section of the DAT program section. None

Evidence-Based Practice +
- Credits: 3
  This course 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. It is also intended to build on entry-level evidence-based practice courses with the use of informatics and technology to access the medical literature. The course will cover advanced topics related to the EBP process, framing clinical questions to enhance clinical decision-making, searching the literature, critical appraisal, integration and evaluation of the evidence, grading levels of evidence and strength of recommendations, patient values, and statistical terminology related to EBP. Course objectives will be achieved through readings, multi-media presentations, discussions, presentations, and individual and/or group assignments. * Course may be transferable if completed prior to the DAT program as a part of ATSU’s Master of Science in Athletic Training (M) or the Certificate in Clinical Decision Making in Athletic (C). Please see the Advanced Standing section of the DAT program section. None

Patient-Oriented Outcomes +
- Credits: 3
  Patient-oriented outcomes is designed to enhance the Athletic Training clinician’s ability to employ clinician-based and patient-based clinical outcome measures for the determination of effective athletic training services through the practice of providing patient-centered whole person healthcare. Discussion of disablement models and outcomes research as the foundations to evidence-based practice will be provided. The use of disablement models as a framework for whole person healthcare and the evaluation of health-related quality of life will be presented. This course builds upon the basic components of clinical outcomes assessment by providing advanced content related to clinician- and patient-oriented outcomes. Instruction on the selection, implementation, and use of single- and multi-item, general and specific patient-rated outcomes instruments will be given. Details regarding the concepts of measurement properties, including assessment of measurement change, will be provided. Emphasis will also be placed on using patient-rated outcome measures to assist clinical decision-making. * Course may be transferable if completed prior to the DAT program as a part of ATSU’s Master of Science in Athletic Training (M) or the Certificate in Clinical Decision Making in Athletic (C). Please see the Advanced Standing section of the DAT program section. None

First Year: Spring Semester

Advanced Clinical Practice III: Patient-Centered Care +
- Credits: 1
  This course is designed to introduce and explore the concepts of patient-centeredness and whole person healthcare as foundational to athletic training patient management. The idea that individual patient values, preferences, and needs are central to providing patient-centered, whole person healthcare is highlighted. Principles of patient centered care will be explored within the context of ethical practice, counseling, goal setting, and clinical outcomes assessment. Emphasis will be placed on collaborative learning and integration of patient centered care principles into the student’s daily clinical practice. None

Traumatic Brain Injury in Sport +
- Credits: 3
  This course is designed to provide an in depth examination of current issues related to the recognition, assessment, and management of sport-related traumatic brain injuries. The course will cover topics related to brain anatomy and physiology, differential diagnosis of emergent neurological injuries, assessment techniques, return-to-play issues, return-to-learn, treatment options, and medico-legal issues. Course objectives will be achieved through lectures, discussions, and individual and group assignments. None

Research Practicum I +
- Credits: 3
  This course is designed improve the students’ critical thinking skills and proficiency in research and/or creative activities. The course is intended to meet the criteria outlined by the Post-Professional Education Committee and fulfill the requirements of a research experience that includes both a written and hands-on component. The course is designed to deepen students’ “theoretical understanding of the profession, enhance their critical thinking ability, increase their writing & speaking skills, and advance the knowledge of the discipline” (PPEC Standards). Course objectives will be achieved through colloquia meetings, online lectures, discussion boards, presentations, and written assignments. None

Advanced Clinical Practice IV: Throwing Injuries +
- Credits: 1
  This course is designed to enhance the athletic trainers’ knowledge and awareness of musculoskeletal injuries in the overhead-throwing athlete. Following this course, the athletic trainer will be able to describe the kinetics and kinematics of overhead throwing, discuss the epidemiology of throwing injuries, describe the major theories of throwing shoulder dysfunction, implement injury prevention programs for throwers, and diagnose and treat common musculoskeletal injuries in the overhead-throwing athlete. None

ASHS 6300 - Research Methods and Design +
- Credits: 3
  This course will focus on the development and application of graduate level knowledge and skills related to research methods in the health sciences. Skills regarding the development of a research proposal, including the identification of a problem, conducting a literature review, developing a hypothesis, designing a study and submitting an Institutional Review Board application are integral components of this course.

ASHS 6400 - Methods of Data Analysis +
- Credits: 3
  Development and application of graduate level knowledge and skills regarding methodologies and statistics appropriate in descriptive and experimental research. Statistical software programs will be utilized to enhance student understanding and application of course material.

Second Year: Fall Semester

Advanced Clinical Practice V: Functional Movement Screening +
- Credits: 1
  This course will explore the use of various functional performance tests for determination of functional status and performance ability. Focus will be on integration of basic science knowledge (anatomy, kinesiology, neuroanatomy) and evidence based practice in evaluating appropriate functional assessment tools. Primary emphasis will be placed on exploring the clinical utility and application of the Functional Movement Screen, Selective Functional Movement Assessment, and other functional movement tests. None

Advanced Clinical Practice VI: Manual Therapy Techniques +
- Credits: 1
  This course is designed to enhance the athletic trainer’s skills and knowledge in orthopedic manual therapy techniques. Emphasis will be placed on integration of current literature and evidence based practice concepts, as well as utilizing a patient response and function-based model. Application of manual therapy techniques including proprioceptive neuromuscular facilitation, positional release therapy, joint mobilization, and neural mobilization techniques will be presented. None

Diagnosis of Orthopaedic and Sport-Related Injury +
- Credits: 5
  This course is designed to provide the athletic trainer with advanced knowledge and clinical skills in the pathology, examination, and diagnosis of orthopaedic and sport-related injuries to the upper and lower extremities, the back, and spine. Content is presented with an emphasis on integrating evidence-based practice principles to enhance the student’s clinical decision-making skills in injury evaluation and diagnosis None

Foundations of Tissue Healing +
- Credits: 3
  This course is designed to enhance the athletic trainers’ ability to plan and implement a comprehensive sports injury rehabilitation program based on the sequential biological events of connective tissue healing. Orthopaedic basic science concepts involved in clinical assessment, establishment of therapeutic objectives, and selection of therapeutic agents will be addressed. The histology, morphology, and biomechanics of soft connective tissues, muscle, articular cartilage, and peripheral nerves will be presented. Subsequently, the basic science of tissue healing following injury will be covered. Special focus is placed on the relationships between tissue healing physiology and selection of appropriate therapeutic interventions. Current topics in soft tissue healing and rehabilitation, including pharmacologic interventions, graft ligamentization, and biologic treatment techniques will be discussed. This course provides the orthopaedic basic science foundation for use in daily clinical practice and in future courses.

Second Year: Spring Semester

Advanced Clinical Practice VII: Soft Tissue Rehabilitation Techniques +
- Credits: 1
  This course will introduce the athletic trainer to current concepts of soft tissue mobilization and their use in the treatment of commonly encountered orthopedic injuries. Basic histology, morphology, and biomechanics of soft connective tissue and muscle will be presented. Emphasis will be placed on enhancing the student’s understanding of the physiologic responses of soft tissues to orthopedic injury, immobilization, and repetitive stress, and the use of soft tissue mobilization to restore normal tissue structure and function. Indications, contraindications, and rationales for soft tissue mobilization during acute treatment and rehabilitation will be covered. Basic application techniques of instrument assisted soft tissue mobilization (IASTM), vacuum therapy, and systemic dry needling will be presented for the spine, upper, and lower extremities. Integration of knowledge will be recorded through weekly discussions, reflections, reports, assignments, projects, readings, and/or class meetings. None

Research Practicum II +
- Credits: 3
  This course is designed improve the students’ critical thinking skills and proficiency in research and/or creative activities. The course is intended to meet the criteria outlined by the Post-Professional Education Committee and fulfill the requirements of a research experience that includes both a written and hands-on component. The course is designed to deepen students’ “theoretical understanding of the profession, enhance their critical thinking ability, increase their writing & speaking skills, and advance the knowledge of the discipline” (CAATE Standards). Course objectives will be achieved through narrated online lectures, discussion boards, presentations, and written assignments. None

Advanced Clinical Practice VIII: Professional Development +
- Credits: 3
  This course is designed to enhance the athletic trainers knowledge and skills related to professionalism. Focus is placed on increasing the awareness of professional responsibilities and development of skills related to leadership, conflict resolution, professional service, and interpersonal skills. Current trends in athletic training employment, continuing education, networking, and organizational involvement will be presented. None

Other Programs

Athletic Training Practice Based Research Network

Headquartered at A.T. Still University in Mesa, AZ, the Athletic Training Practice-Based Research Network (AT-PBRN) is an affiliate network of the Agency for Health Care Research and Quality (AHRQ) and is...

the first and only practice-based research network in athletic training. The mission of the AT-PBRN is to improve the quality of care and patient outcomes for patients under the care of athletic trainers. Personnel consist of 8 athletic training researchers, a bio-statistician, a post-doctoral research fellow, and a research coordinator. In addition, the AT-PBRN houses an external advisory board, which consists of a panel of fellow athletic trainers from across the country. CLOSE

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ATSU Concussion Program

A.T. Still University's Concussion Program serves as a resource for sport-related concussion education, research, and service for young athletes, parents, coaches, and administrators. Outreach services...

provided to athletes in Arizona include education, baseline (pre-season) testing and post-injury concussion evaluation. The program also provides training and education about concussions to athletes, coaches, parents, athletic trainers, athletic training students and other healthcare providers. Additionally, ATSU's Concussion Program is engaged in numerous research projects focusing on concussion awareness, assessment tools and interventions to enhance recovery. CLOSE

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CORE-AT Electronic Medical Record (EMR)

Students in A.T. Still University’s athletic training programs utilize the industry-leading CORE-AT electronic medical record (EMR) system, a web-based injury surveillance and EMR system for use by...

athletic trainers. The CORE-AT EMR was designed and developed by athletic trainers in partnership with ESSENTIALTALK, an international technology communication company, and is compliant with the data acquisition, storage, and transmission standards set forth by the Health Insurance Portability and Accountability Act (HIPAA). Health information obtained using the CORE-AT system is not stored locally on computers. Instead, data is uploaded in real time and transmitted to secure, redundant servers. CLOSE

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Athletic Training Continuing Education

A.T. Still University is recognized by the Board of Certification, Inc. to offer continuing education for certified athletic trainers. The Athletic Training Practiced Based Research Network (AT-PBRN) is an ongoing...

source for clinical outcomes and evidence-base practice (EBP) education to educate and train post professional athletic training students. Free evidence-base practice category CEUs include:

Incorporating EBP into Athletic Training: Overview of Practice-Based Partnerships (.75 - EBP CEU)
Health Information Technology in Athletic Training (1.25 EBP CEUs)
Coming Soon... Evidence-Based Practice in Athletic Training (3 EBP CEUs)

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Master of Science in Athletic Training

Master of Science in Athletic Training

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Master of Science in Athletic Training Curriculum Overview

First Year: Fall Semester

Advanced Clinical Practice I: Sudden Death in Sport +

Advanced Clinical Practice II: Health Information Technology +

Human Anatomy I +

Human Anatomy II +

Quality Improvement and Patient Safety +

Evidence-Based Practice +

Patient-Oriented Outcomes +

First Year: Spring Semester

Advanced Clinical Practice III: Patient-Centered Care +

Traumatic Brain Injury in Sport +

Research Practicum I +

Advanced Clinical Practice IV: Throwing Injuries +

ASHS 6300 - Research Methods and Design +

ASHS 6400 - Methods of Data Analysis +

Second Year: Fall Semester

Advanced Clinical Practice V: Functional Movement Screening +

Advanced Clinical Practice VI: Manual Therapy Techniques +

Diagnosis of Orthopaedic and Sport-Related Injury +

Foundations of Tissue Healing +

Second Year: Spring Semester

Advanced Clinical Practice VII: Soft Tissue Rehabilitation Techniques +

Research Practicum II +

Advanced Clinical Practice VIII: Professional Development +

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