CAATE Accreditation Conference Sessions

Saturday, October 9 | 8:00 – 9:00 AM


Incorporating Social Determinants of Health into Athletic Training Education

Kelsey J. Picha, PhD, ATC, A.T. Still University

Social determinants of health (SDH) have recently been incorporated into the 2020 Standards for Accreditation of Professional Athletic Training Programs. This session will share an innovative teaching technique that incorporates incorporate both didactic learning and application of SDH. Exposing students to SDH while in an education program is important for their ability to identify SDH in practice and ultimately to enhance patient health outcomes.

Learning Objectives

  • Learn an innovative teaching technique that can use to actively engage students with social determinants of health
  • Improve the student’s ability to identify social factors at the point-of-care
  • Help students appreciate the importance of social determinants in healthcare

Saturday, October 9 | 9:00 – 10:00 AM


From the Beginning: Developing a DEI Framework Embedded Throughout the Athletic Training Curriculum (Professional Program)

Karlita Warren, Ph.D, ATC, University of La Verne
Candace Lacayo, Ph.D., LAT, ATC, George Mason University

Many athletic training clinicians do not feel prepared to care for patients whose backgrounds are different from their own. Athletic training students need to be qualified to advocate for the needs of the diverse populations that they serve. Thus, professional athletic training programs must include content across the curricula that addresses diversity, equity, and inclusion (DEI), so that students are exposed to it in a meaningful way. The purpose of this panel is to discuss a diversity, equity, and inclusion framework to aid in fostering a more diverse and inclusive athletic training curriculum and profession. This framework includes goal setting, action items, metrics, accountability, and improvements. Integrating a DEI framework into athletic training curriculum will allow athletic training students to develop knowledge and skills necessary to transcend treating patients from an individualized approach and highlight patient centered care that is fair, equitable, and culturally responsible, ultimately reducing health inequities.

Learning Objectives

  • Analyze ways to systematically address issues pertaining to diversity, equity, inclusion, and social justice in patients, health care teams, and the surrounding communities

  • Develop a framework to embed justice, equity, diversity, and inclusion across athletic training curriculum and the athletic training program

  • Identify areas where diversity, equity, inclusion, and social justice can be interwoven into the athletic training program


Saturday, October 9 | 2:00 – 3:00 PM


Cultural Competency in AT Education: Advocating for the Health Needs of All Patients, Communities, and Populations Panel and Group Discussion

Lucas Dargo, DAT, LAT, ATC, Manchester University
Rebecca M. Lopez, PhD, ATC, CSCS, University of South Florida
Ashley Crossway DAT, ATC, SUNY Cortland

CAATE accredited programs must prepare students to provide contemporary, competent, culturally response care to their clients, patients, colleagues, communities, and populations. Programs should ensure that their curriculum includes multiple activities that provide students the opportunities to learn from and about diverse patient populations with various ability levels, across the life span. The panelists will present evidence-based pedagogy techniques and activities that can be integrated into program curricula. This panel discussion will address race, ethnicity, religion, spirituality, sexual orientation, gender identity, gender expression, disability, language, socioeconomic status, and how it relates to patients, clients, families, colleagues and coaches. Panelist will shared the lessons they have learned and open discussion to the group for a wider conversation.

Learning Objectives

  • Identify evidence-based pedagogy techniques for teaching cultural competency in athletic training education

  • Compare and contrast various learning activities that could be used to teach athletic training students to promote health and access to health care for individuals and communities of diverse backgrounds and the larger public

  • Develop strategies for incorporating culturally competent learning objectives within their athletic training curricula.