At the end of this 25-hour update program, clinicians should be able to:
- Realize increased awareness of head injury and patient education, while developing the practitioner skills of recognition and real-time diagnosis of a concussion that is crucial in treatment.
- Realize the clinical skills necessary to be proficient in an objective and standardized assessment of concussion.
- Realize a clinical fluency in the systematic review of the evidence supporting diagnostic and treatment paradigms of concussion.
- Learn to recognize the neurological signs and symptoms of concussion that can be subtle and transient, as well as those that represent persistent sequelae, such as impaired attention and balance that make affected patients particularly vulnerable to further injury.
- Realize the benefit and gain the skills necessary to utilize the available screening tools for concussion, with particular emphasis on the role of visual function testing.
- Realize the disconnect between clinical and biomechanical research efforts and develop a treatment paradigm using a biomechanical perspective in concert with a brain-based paradigm.
- Realize an understanding of the biomechanics of the brain during head impact, as well as the potential population-based and gender differences in concussion tolerance.
- Realize the current and novel potential intervention strategies to reduce the incidence of injury, and common biomechanical misconceptions.
- Realize the effects of concussion on the autonomic nervous system and its control of cerebral blood flow.
- Realize the skills necessary to engage in treatments of concussion using physical and cognitive activity paced until all symptoms resolve.
- Realize the skills necessary to measure and quantify exercise and rehabilitation strategies necessary in the treatment of concussion.
- Realize the skills necessary to establish physiological recovery from concussion.
Educational Methodology The Carrick Institute Educational Process utilizes an interactive clinical problem based learning pedagogy that is designed to master difficulty material and promote long-term effective memory and application of learned skills. This learning process uses a flipped classroom, interactive scholar participation and long-term iterations of clinical applications in a novel format that has been presented at the Harvard Medical School Academy and published in the educational literature. (https://www.ncbi.nlm.nih.gov/pubmed/28790966)