Evaluation Of Clinical Skills Research Articles

Students’ perspective of Simulation Based Clinical Teaching in Surgery Block - an experience at Qassim University, Saudi Arabia

Background and Aims: Due to the lesser availability of patients for bedside teaching, simulation-based teaching sessions were added to enhance clinical skills, and the perspective of the students and their impact on grades attained in clinical skills assessment were analyzed. Methods: Six simulation sessions were conducted using simulated patients and mannequins to cover topics including examination of the abdomen, thyroid, lump, ulcer, rectum, and breast. At the end of the block, a brief, self-designed anonymous questionnaire was used to conduct an online survey to assess the students’ perspective, and the results were analyzed. The clinical skills evaluation results were compared to the grades of students who had previously graduated and received traditional training. Results: The satisfaction level was high, and the majority of students felt that their confidence levels and clinical skills had been enhanced. Various shortcomings in the conduct of simulation sessions were pointed out, and possible solutions were suggested. The grades attained by the students in clinical skills assessment had shown significant improvement. Conclusions: Simulation-based clinical skills teaching is an effective academic tool and has the potential to make up for the deficiencies in traditional bedside teaching.

Alliance for Scientific Autism Intervention: System Components and Outcome Data from High-Quality Service Delivery Organizations

AbstractPromoting excellence in autism intervention is arguably more urgent than ever for the field of applied behavior analysis. To fulfill this objective, autism agencies must operate from validated program systems and do so with fidelity. Program components include, but are not limited to, staff training and evaluation of clinical skills, functional personnel roles designed to promote positive outcomes for those served, and professional staff-communication-skill repertoires. Data on client outcomes must be tied to implementation of core program variables; and, contingencies between the data on client outcomes and staff performance must exist. Furthermore, these contingencies must be yoked across members of the organization to ensure a sustainable and effective program model. Finally, data on consumer satisfaction must be collected and used to evaluate program components and agency practices. Members of the Alliance for Scientific Autism Intervention have implemented key program-wide systems based upon the work of McClannahan and Krantz Journal of Applied Behavior Analysis, 26, 589–596 (1993) for decades and across various agency cultures. Data collected by six independent educational agencies on client outcomes, program implementation, and consumer feedback for a 10-year time span demonstrate the sustainability of the model and support the importance of key organizational systems and the relationship between implementation of the model and high-quality outcomes for individuals with autism.

Evaluation of dental students' clinical communication skills from three perspective approaches: A cross-sectional study.

The communication skills of clinicians are very crucial in providing better health outcomes for patients. Therefore, this study aimed to assess undergraduate dental students' communication skills in relation to their demographics and clinical setting using a three-perspective approach; the student, the patient and the clinical instructor perspective. A cross-sectional study was conducted using validated modified-communication tools; Patient Communication Assessment Instruments (PCAI), Student Communication Assessment Instruments (SCAI) and Clinical Communication Assessment Instruments (CCAI) which included four communication domains. One hundred and seventy-six undergraduate clinical year students were recruited in this study whereby each of them was assessed by a clinical instructor and a randomly selected patient in two settings: Dental Health Education (DHE) and Comprehensive Care (CC) clinic. Comparing the three perspectives, PCAI yielded the highest scores across all domains, followed by SCAI and CCAI (p < .001). SCAI exhibited a better score in Year 5 compared to Year 3 and Year 4 (p = .027). The male students perceived they performed better than females in all domains (p < .05). Patients rated the students higher in the DHE clinic as compared to the CC clinic for the team interaction domain. There was an upward pattern of the communication skills score rated from the clinical instructor perspective to the student and patient perspectives. The use of PCAI, SCAI and CCAI collectively gave a complementary view of students' communication performance in all the domains assessed.

DIFFERENCES IN RESULTS OF LEARNING EVALUATION OF DELIVERY CARE USING OSCE AND NON-OSCE

The midwifery Diploma 3 education curriculum includes theoretical learning as wellas clinical skills that must be possessed to carry out proper midwifery practice.Learning evaluation should cover all areas including clinical skills. Delivery care isone of the main competencies that must be ensured by midwifery students. PoltekkesJakarta 3 Midwifery Department D3 Midwifery Study Program conducts evaluationsusing various methods. Clinical skills evaluation methods can be through OSCE ornon-OSCE.The purpose of this study was to find out the differences in the results of theevaluation of clinical skills in delivery care by comparing the OSCE and non-OSCEmethods.This research method uses descriptive analytic. The population in this study wereLevel II students of the D3 Midwifery study program, totaling 80 students. The resultsof this study indicate that the clinical skill passing rate of students using the OSCEmethod is 97.5% higher than that of the non-OSCE method, which is 95%. The groupof students who used the OSCE evaluation method with a mean of 3.40 and the classwith the non-OSCE evaluation method was 3.13. Based on the results of theIndependent T Test Samples statistical test, the results obtained a significance of0.001 (P value &lt;0.005). These results indicate a significant difference between theevaluation results of the OSCE method and the non-OSCE method on the clinicalskills of midwifery students in Midwifery Care for Maternity. The results of this studyare in accordance with several other research results which recommend the OSCEmethod to be one of the evaluation methods in midwifery Diploma 3 education.

Corrélation entre les notes obtenues aux ECOS et aux épreuves de connaissances et analyse des facteurs associés à une meilleure réussite aux ECOS chez les étudiants de DFASM1 et 2 au CHU de Dijon

RationaleObjective structured clinical examinations (OSCEs) were introduced to evaluate students not only on their knowledge, but also on their clinical skills and attitudes. The objectives were to study the correlation between OSCE scores and scores obtained to traditional knowledge examinations and to analyse factors associated with better OSCE performance in DFASM1 and 2 students at Dijon university hospital. MethodsThis was a prospective observational study conducted among all fourth and fifth year medical students in Dijon. The scores on the OSCE elective tests (2022) and the average score on the knowledge tests (2021–2022) were collected and their correlation measured. A questionnaire asked students about their demographic characteristics, their investment in formative and practicum OSCEs, their level of empathy (Jefferson questionnaire) and their personality traits (NEO-Pi-R). ResultsOf 549 students, 513 completed all tests. Scores on OSCE and faculty knowledge tests were correlated (r=0.39, P<0.001). Of these, 111 (20%) students responded to the questionnaire, and 97 were analized. We did not observe any significant difference between students who performed better on OSCEs than on knowledge tests and those who did not, regarding their age, their investment in formative tests, their personality traits or their level of empathy. ConclusionOur results underline the need to optimize the evaluation of empathy and clinical skills in OSCE tests, using new tools, in order to better discriminate between students on these skills.

The Socialization and Development of the Coordinator of Clinical Education in Athletic Training

Context Coordinators of Clinical Education (CCEs) play an important role in clinical education, yet they often receive little to no formal training in the role. The experiences of the CCE and preparation for their role is unknown; therefore, the purpose of this study was to explore the professional socialization of CCEs into their roles. Methods A total of 36 CCEs with a minimum of 1-year experience as a CCE (31 women, 5 men; 5.2 ± 4.7 years of experience as CCE) participated in this qualitative study. Data saturation guided the number of participants. Seven focus-group interviews were completed following a semistructured interview guide developed based on previous socialization research. Data were analyzed through consensual qualitative review, with data coded for common themes and subthemes. Trustworthiness was established via peer review and multianalyte triangulation. Results Two themes emerged: role and socialization. Role is described as responsibilities, collaboration, and challenges. Participants described responsibilities including complete oversight of clinical education, preceptor development, evaluation and assessment of clinical skills, and administrative duties. CCEs described the importance of collaboration, both internally and externally. CCEs faced challenges such as time management, conflict management, and navigating institutional policies. Socialization described preparation, integration into the role, resources, and needs. CCEs described minimal preparation, and most did not feel prepared to take on all aspects of the role. CCEs described role integration, which included meeting with the program director, reviewing the job description and the Commission on Accreditation of Athletic Training Education (CAATE) Standards, and trial and error. During socialization, they described a variety of resources such as conferences and the CAATE Standards to provide guidance. Last, participants identified needs including specific job description, a timeline for tasks, and professional development. Conclusions Overall, participants felt adequately prepared for some aspects of their roles, but less prepared for others. Additional professional development is necessary to make CCEs more successful.

The Competency-based Evaluation of Educational Crew of Dental Faculty’s Obstacles in Institutionalizing Performance Assessments

Aims: This study evaluates the educational crew of dental faculty’s lived experiences facing obstacles and requirements in institutionalizing performance assessments to implement a professional competency-based evaluation system. Background: The competency-based evaluation of learning and teaching processes has been adopted as a key policy in the developed world, which indicates the achievement rate of educational goals and the quality of education. Objective: The main objective of this study was to evaluate obstacles in institutionalizing performance assessments for the educational crew. Methods: This qualitative study used a semi-structured interview in a focus group discussion. The experience of the educational crew regarding the obstacles of using performance assessments and their approaches to conducting a professional competency-based evaluation was assessed. The recruited participants were educational supervisors, professors of orthodontics and prosthodontics, and the medical education department and evaluation committee members of the faculty of dentistry at the University of Tabriz. The purposive sampling technique was used and continued until reaching saturation. Five focus group discussions were conducted with fourteen educational crew and three medical education department members. The data were analysed using thematic analysis. Results: The interview analysis results yielded 450 codes in three general categories, including “current condition of clinical education,” “obstacles of implementing new evaluation methods,” and “requirements for effective evaluation of clinical skills.” According to the results, changes in evaluation methods are necessary to respond to community needs. There are also many cultural problems with applying western models in developing countries. Conclusion: The medical community should be directed towards a competency-based curriculum, especially in procedure-based fields, such as dentistry. Other: They are moving towards altering traditional evaluation methods (the traditional classroom-based lectures). This paradigm change requires support from the department and the provision of infrastructure.

Development and Implementation of a Virtual Clinical Skills Examination in General Psychiatry.

ObjectiveDuring the COVID-19 pandemic, psychiatry programs have administered the Clinical Skills Evaluation (CSE) through videoconferencing. The authors evaluated the feasibility and appropriateness of administering virtual CSEs.MethodsVirtual CSEs were administered to 11 general psychiatry residents on March 16, 2021. Teleconference software was used to connect faculty at work sites, residents at a simulation center, and volunteer patients at home. Before and after the CSE, residents and faculty were surveyed with Likert scale questions to evaluate their perceptions and experience.ResultsAll virtual CSEs were completed successfully. Nine residents (82%) and 12 faculty (92%) responded to both surveys. Most participants (range, 67–83%) indicated that the virtual CSE was appropriate for assessing patient health and resident skills. Most participants (range, 56–100%) reported that the opening and closing of the interview, informational and affective cues, and rapport were adequately assessed. All participants agreed that suicidal and homicidal risks could be adequately assessed. Most faculty and residents (76%) believed that unique skills were required for telehealth interviews. Before the CSE, more faculty than residents believed that they received adequate training for the virtual CSE (P=.02); afterward, most participants thought that training was adequate (P=.46). More faculty than residents reported increased convenience with virtual assessments (both surveys, P<.01).ConclusionVirtual CSEs were deemed feasible and appropriate. Further research is needed to identify the specific skills required to perform a virtual CSE and to clarify the potential limitations and benefits of this format.

A needs assessment for designing and establishing a Center for Clinical Skills Center

Background: Due to the limitations of clinical learning and the consideration of patients’ rights, the emphasis on educating clinical and communication skills and creating attitudes in students has received much attention, which requires an appropriate educational environment. Methods: In a descriptive study, we examined challenges and proposed solutions in a clinical skills center in 2017. The study participants were 60 medical students and 29 faculty members at the Tabriz University of Medical Sciences who were selected randomly and followed for 12 months, from October 2016 to October 2017. The classical modified Delphi technique was used to collect data and study execution in three rounds. Results: From the perspectives of academic board members, the most critical weaknesses included "small and limited educational environment of workshops" (weight of consensus=212.5), "severe lack of educational facilities such as simulators" (weight of consensus=158.9), and "lack of adequate facilities for assessing students’ skills" (weight of consensus=140.9) based on the results. From the perspectives of academic board members, the most crucial weaknesses in the field of management and execution were "lack of adequate constructional infrastructure" (weight of consensus=239.2), "lack of adequate funding for the clinical skills center" (weight of consensus=200.1) and "lack of approved organizational chart for clinical skills center" (weight of consensus=200.1). Conclusion: The main challenges of the Clinical Skills Center of Tabriz University of Medical Sciences included the lack of definition of an organizational chart, lack of sufficient funding to provide educational facilities, lack of standard educational space, and clinical skills evaluation, which the Center for Clinical Skills developed. Most of the center’s problems were resolved by allocating sufficient funds to provide educational facilities and cultivate a culture of interdisciplinary collaboration supported by university authorities.

The Essential Elements of the Clinical Reasoning Process.

Clinical reasoning is an important skill that enables health care professionals to identify and evaluate patients' real or potential problems, implement appropriate interventions, solve clinical problems, and improve the quality of health care and patient outcomes. The goal of this study was to go beyond individual professions and seek consensus across health care professions on the essential elements of the clinical reasoning process. This study used a traditional Delphi methodology to seek consensus from clinical reasoning experts from the fields of nursing, medicine, and physical and occupational health. The experts reached a consensus on 56 essential elements identified from the clinical reasoning literature. This is the first time health care professions have reached a consensus on the essential elements of the clinical reasoning process using a Delphi study. Achieving consensus on the essential elements of the clinical reasoning process is essential to better understanding, improved teaching, and evaluation of clinical reasoning skills.

Training Emergency Department Residents in the Management of Postpartum Hemorrhage: Comparison of Two Approaches [A183

INTRODUCTION: Postpartum hemorrhage (PPH) is a major contributor to maternal mortality, accounting for 15% of all maternal deaths in the United States. Mortality and morbidity from PPH can be prevented with recognition and rapid intervention. The emergency department (ED) is the first place where women with postpartum hemorrhage present, particularly in areas where obstetric care is limited. Maternity care deserts are defined as counties without a hospital offering obstetric care and no obstetric providers. A total of 34.9% of the counties in the United Sates qualify as maternity care deserts, accounting for 146,451 births. It is critical that ED physicians be trained in the management of PPH. METHODS: The study design is a blinded randomized control trial. Thirty ED residents from Yale New Haven Hospital enrolled completed a pre-intervention survey assessing their baseline knowledge and confidence in managing PPH. Residents received a lecture on the management of PPH. Participants were then randomized into a group that received no further intervention and a group that participated in a simulation and debriefing. One week later, the residents’ clinical skills were evaluated in a simulation and repeated the survey. Clinical skills evaluation and survey test scores of the two groups were compared using t test. Covariates were analyzed by linear regression. RESULTS: All participants improved their knowledge and confidence regardless of the method used. Simulation did not appear to confer additional benefit. CONCLUSION: This study demonstrated that through delivery of a curriculum, we can improve the confidence and the knowledge of ED residents in the management of PPH.

A Study on the Role of Intelligent Medical Simulation Systems in Teaching First Aid Competence in Anesthesiology.

Anesthesiology is a subject with strong practicality and application. Undergraduate anesthesiology teaching needs to strike a balance between theoretical knowledge, clinical skill training, and clinical thinking development. Clinical probation and practice are an important part of undergraduate anesthesia teaching. Traditional clinical teaching uses real patients for demonstration and training, but as patients become more self-protective and less cooperative, there are not enough patients for clinical skill training. Simulation is to teach medical scenes in real life under the control of standardized technical guidelines and parameters. Since then, with the rapid development of computer technology, simulation technology and simulation teaching have been greatly developed and are more and more used in clinical teaching, skill evaluation, and scientific research. This study explores the effective methods of clinical teaching in anesthesiology by comparing the effectiveness of traditional teaching methods and simulation teaching methods in undergraduate clinical teaching. It is difficult to combine theory and practice in first aid, which does not allow them to directly receive and deal with emergency medical treatment and resuscitation. In China's current medical environment and patients' high demand for medical services, it is imperative to vigorously carry out simulated medical education. In the eastern part of Inner Mongolia, according to the advantages of teaching hospitals, our hospital took the lead in carrying out the simulation education project, which is still in the exploratory stage and not systematic enough. This study will help us to better carry out simulation teaching and improve the clinical skills of medical students in the future. Methods. The student group and class took the advanced simulator training as the experimental group, applied the advanced integrated simulator and other systems of the Norwegian company, referred to the international guidelines for cardiopulmonary resuscitation and cardiovascular first aid in 2005, and practiced in the emergency department during the clinical internship and “emergency clinical simulation training” course. The course includes basic life support, advanced life support, and comprehensive training of CPR (cardiopulmonary resuscitation) and endotracheal intubation. Results. The passing rate of simulated first aid practice was 94.4%; 100% of the students think it is necessary to set up the course, 91% of the students think it is practical, 91% of the students think the course content is reasonable and perfect, and 77%–100% of the students think the course has improved their first aid operation ability, comprehensive application of knowledge, and clinical thinking ability. Conclusion. Carrying out the course of “clinical simulated first aid training” through the advanced simulator system can effectively improve the interns' clinical first aid operation ability, teamwork ability, and self-confidence, improve the students' clinical thinking and judgment ability, and improve the service level to patients.

The Impact of Trauma Simulation on Pre-Hospital Emergency Operations Staff

Background &amp; Aims: Trauma is the main cause of death and disability in the world. Pre-hospital care is the first line of trauma care and treatment. Pre-hospital emergency services include immediate actions to save lives. Simulation allows employees to acquire basic skills in thinking, evaluating, solving problems, making decisions and analyzing data. Materials &amp; Methods: This is a quasi-experimental study with a pre-test/post-test design. The participants were 60 pre-hospital emergency staff selected from among 200 staff of Fars pre-hospital emergency center . The simulation training was based on an educational model. The clinical skills of the participants in dealing with trauma patients was evaluated by the Objective Structured Clinical Skills Evaluation method in nine areas. After the training, the skills were re-evaluated and analyzed in SPSS v. 22 software. Results: The lowest mean score (from 0 to 100) was related to the skill of using traction splint (71.01±18.73) and the highest score was related to the skill of bleeding control and shock treatment (81.04±22.75). The results of the paired t-test showed that the overall clinical skill and nine standard skills of dealing with trauma patients were significantly increased after simulation training (P&lt;0.001). Conclusion: The simulation training can increase the skills of pre-hospital emergency staff in dealing with trauma patients.

Exploration of the implementation of direct observation of procedural skill as an instrument for evaluation of clinical skills in dental professional education

Clinical phase of medical education includes understanding theory, mastery of skills and affective learning. The learning pro-cess were evaluated using a workplace-based assessment (WBA) approach. Direct observation of procedural skill (DOPS) was one of the WBA assessment methods. This research used qualitative methods with a phenomenological approach. The study po-pulation were clinical supervision lecturers and students of the clinical phase. The research method began with the pre-research stage; training for lecturers on how to implement DOPS, followed by the research stage; document study, observation, and focus group discussion (FGD). The results of the study found three major themes, namely concepts, ways of implementing, and obs-tacles to implementing DOPS. According to the teaching staff and students at FKG UK Maranatha, DOPS was an assessment of student procedural skills by direct observation of each stage of the procedural work. The teaching staff's perceptions about DOPS affected the way lecturers provide feedback to participants. As conclusion, full observation is needed to generate useful feedback for students. The effectiveness of DOPS is influenced by the availability of patients, the presence of examiners, and the availability of sufficient time to run DOPS.

Assessment of clinical skill competency of medical postgraduate students – Recommendations for upcoming CBME curriculum for postgraduates

Direct observation of postgraduate medical trainees with actual patients by clinical faculty has traditionally been a standard tool to assess knowledge and skills in clinical subjects. By assessing and providing feedback to medical trainees performing a medical interview, physical examination, or counselling patients, faculty can facilitate budding physicians to have successful practice of medicine in their future. Despite the advances in clinical skills evaluation, direct observation has been a most popular and time tested method. However, observation of postgraduate medical students by faculty is very subjective and unfortunately often sporadic and non-standardized. Substantial amount of literature identifies several threats to its construct validity as an assessment tool. Although many tried to demonstrate methods to minimize those threats, there are many lacunae that remain inherent to direct observation method. Hence the need of the time is to relook at the observation as an assessment tool, instead of discarding the whole as inappropriate one. The authors initially made an effort to analyse the problems in present settings in India. After an extensive literature search authors advocate few additions and modifications to the existing system. Thus the present study not only highlights the pitfalls in the direct observation method but also suggests solutions for the problem.

THE STUDENT VOICE TO IMPROVE OSCE

Background: Nursing education is not only about cognitive field but also include the affective and psychomotor domains. Nursing involves “hands-on” psychomotor skills and clinical decisions in the affective and psychomotor domains which needs to be evaluate in a method that cover both domains. The most important goal of student’s assessment is promoting learning process and improvement of educational programs quality. through different methods of assessment OSCE(An objective structured clinical examination) could be mentioned as an appropriate way for evaluating the medical students specially nursing students.it is undeniable that the student’s attitude toward evaluation methods, as a main client of education programs, could be highly effective and valuable for educational systems objective: present study is conducted to investigate the student’s views toward OSCE, to find out the present problems in this evaluation method. Design: A qualitative, exploratory study. Methods: For this qualitative study, twenty-five students who experienced OSCEin their university were selected purposively. The data were collected by using semi structured interviews. The interviews were verbatim transcribed and analyzed according to the qualitative content analysis based on Graneheim and Lundman method. Findings: Two main themes emerging during data analysis were: 1- Management aspects problem, that includes 3 categories: 1) supervisor’s behavior, 2) time management,3) Facilities, and 2- Educational aspects problem including three categories of 1) Simulation, 2) Educational background, 3) Question design which are key factors in conducting a more rational and helpful OSCE exam. Conclusion: the result of the present study could be highly effective in promoting both clinical skills evaluation and educational programs. Using this kind of methods requires revision on education method, using more student-center methods in teaching and providing facilities to bring students to the real world of profession helping them to improve their ability in clinical decision making for their career prospect.

Evaluation of Clinical Communication Skills in Dental Students with Objective Structured Clinical Examination

Evaluation of Clinical Communication Skills in Dental Students with Objective Structured Clinical Examination

The Effect of Problem-based Education on the Score of Clinical Examination of Rehabilitation Students at Ahvaz University of Medical Sciences

Introduction: Problem-based education is a student-centered educational strategy in which students collaboratively analyze educational issues and reflect on their experiences. The purpose of this study was to investigate the effect of problem-based education on the evaluation of clinical skills of rehabilitation students at Ahvaz University of Medical Sciences.&#x0D; Methods: This is a quasi-experimental interventional investigation. The study population comprised all fourth year undergraduate students in the fields of physiotherapy, speech therapy and occupational therapy at Ahvaz University of Medical Sciences. Based on random sampling method, a number of students were selected as the experimental group (problem-based education) and others as the control group (traditional education). Data were collected using an objective-structured clinical examination to assess students' clinical skills, and a researcher-made questionnaire to assess satisfaction with the problem-based education method.&#x0D; Result: The mean scores of clinical skills following education revealed a statistically significant difference between the two traditional and problem-based methods in all the three fields of study. Also, the results of the student satisfaction questionnaire showed approximately 60% of students in all three fields of study proving a high to very high level of satisfaction with problem-based education.&#x0D; Conclusion: Due to the increase in students' clinical skills following problem-based education and their high satisfaction with this teaching procedure, it is suggested that other faculties of rehabilitation sciences and related fields also use the method in teaching pertinent to clinical courses.

Effect of Clinical Skills Evaluation by Direct Observation of Procedural Skills (DOPS) Method on Clinical Performance of Operating Room Students

Background: Evaluation is an essential and integral part of medical education. Based on the evidence, the current common methods are less effective due to the lack of accurate assessment of students' clinical skills. Clinical evaluation of students in the form of direct observation in practical situations will increase their ability to deal with clinical events in specific patient situations. Objectives: In this study, the effectiveness of the direct observation of procedural skills (DOPS) method was compared with the common method in the clinical performance of operating room students. Methods: This quasi-experimental study was performed on 30 final-year operating room students in 2019 who had an internship course. Students were randomly assigned to two groups of control (n = 15) and intervention (n = 15). The evaluation of clinical skills was done by the traditional method in the control group and the DOPS method in the intervention group. Data collection was performed by a researcher-made checklist whose validity and reliability were confirmed. Statistical analysis of data was performed by SPSS-20 software using descriptive statistics and chi-square test, independent t-test, and Mann-Whitney test. Results: There was no significant difference between the two groups in terms of demographic characteristics including age, internship score, and gender (P &gt; 0.05). Based on the results of the Mann-Whitney test, the mean rank of procedural techniques and clinical performance score was higher in the intervention group than in the control group (P &lt; 0.05). Conclusions: The DOPS method can be more effective than routine methods for improving the clinical performance of operating room students. Therefore, it is suggested that the DOPS method be used as an alternative to traditional methods or even as a complementary method for evaluating the clinical performance of operating room students.

Athletic Training Educators' ConferenceApril 29–May 1, 2021

Athletic Training Educators' ConferenceApril 29–May 1, 2021