Doctor of Athletic Training Online

Doctor of Athletic Training Online

Doctor of Athletic Training Degree

Among the first programs of its kind, A.T. Still University’s (ATSU) Doctor of Athletic Training (DAT) degree develops clinical and academic leaders who advance the athletic training profession. Doctors of Athletic Training serve as expert clinicians, educators, and administrators with advanced knowledge and skills for analyzing, developing, and implementing practical solutions to improve the delivery of athletic healthcare and the health outcomes of physically active individuals and their communities.

ATSU’s online athletic training degree is designed for those who seek a doctorate in athletic training and desire a terminal degree in athletic training, not a terminal academic degree (i.e. PhD) in another area with a concentration in athletic training.

Through the Arizona School of Health Sciences (ASHS), the doctorate degree in athletic training is first to offer organized concentrations including: Clinical Decision Making, Orthopedic Rehabilitation, Leadership, and Applied Research to develop advanced levels of expertise. ATSU’s doctorate degree in athletic training also is one of the few post-professional degree programs in athletic training to be affiliated with a private medical and health professions University, and housed within a school of health.

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Most athletic trainers who are best fit for this advanced online athletic training degree are elite clinical, educational and industry professionals who gain a powerful educational benefit as students embedded in a work setting while progressing through the curriculum. Educators are prepared with the advanced graduate training needed to effectively teach their own students to succeed as trainers. Alumni of ATSU’s Master of Science in Athletic Training degree program already are 36% of the way toward obtaining their Doctor of Athletic Training. Doctorate students can actually graduate from the 36-month program as much as 16 months earlier with advanced standing.

Graduates with a degree in athletic training excel in whatever role they choose, from clinician to educator to administrator because they gain the advantage with:

  • Advanced clinical decision-making in athletic training practice in a manner that integrates clinical experience, patient values and the best available evidence.
  • The critical appraisal, dissemination and translation of information and research for the purpose of improving patient care within athletic healthcare delivery systems.
  • Evaluation of the safety and comparative effectiveness of athletic healthcare delivery systems and interventions through the use of both clinician-based and patient-based clinical outcome measures.
  • Producing practice-based research to expand the body of evidence in athletic healthcare.
  • Utilizing information and technology to improve the quality of patient care, manage knowledge, mitigate error, and support clinical decision-making.
  • Learning to characterize the athletic trainer as a community-and population-healthcare professional and organize athletic healthcare delivery systems to reflect that role.
  • Providing more comprehensive knowledge, filling knowledge gaps that other athletic training professional educational competencies have – either because they do not cover these topics at all, or they cover them in a superficial way that does little to change practice and impact patient care.

As a terminal level degree, ATSU’s Doctor of Athletic Training degree is beyond the level of current accreditation standards because it’s a post-professional degree. The new standards of accreditation are very clinical/educational-focused. While ATSU’s master’s program is accredited, our doctorate is beyond those sets of standards.

Sports medicine leadership and expertise is demonstrated throughout the program, including by ATSU’s people. Prior to accepting the position as President of the University, Dr. Phelps was named NBA Physician of the Year. Dr. Eric Sauers, the Department Chair of the DAT program at ATSU, also is the Vice President of the Commission on Accreditation of Athletic Training Education.

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  • Accreditation +

    • Higher Learning Commission Mark of Affiliation

      A.T. Still University is accredited by the Higher Learning Commission, a commission of the North Central Association of Colleges and Schools (NCA), 230 S LaSalle St., Suite 7-500, Chicago, IL 60604, phone 800.621.7440.

  • Career Advancement+

    • ​Students in the elite ATSU-ASHS Doctor of Athletic Training degree online are practicing athletic trainers who want to advance their careers in many exciting areas of healthcare including:

      • Head Athletic Trainer
      • Director of Athletic Training
      • Clinical Education Coordinator
      • Program Director at Liberal Arts College
      • Program Directors
      • Regular Faculty
      • Physician Extenders
      • Entrepreneur (Industrial Athletic Training)

Doctor of 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 Arizona School of Health Sciences, 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 Mesa campus of A.T. Still University houses two Interdisciplinary Research Laboratories, the Interdisciplinary Neuromuscular Research Laboratory and the Interdisciplinary Metabolic Research Laboratory, both with an expanded offering of research equipment and opportunities.

      The Neuromuscular Research Laboratory is located in a 3000 square-foot facility and includes an 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, a Vicon Motion Analysis System with Motion Monitor Software to capture kinematic data, two surface EMG units, the Noraxon Myosystem 1200 8-channel and Myosystem 1400 8-channel surface EMG, for assessment of neuromuscular performance characteristics, a NeuroCom Smart Balance Master with a long forceplate and the Dynavision system, for measuring postural stability and vestibular function, and a Cybex 330 Isokinetic Dynamometer with the HUMAC/Windows/CYBEX 300 upgrade, for the measurement of muscle strength and power. The lab also houses portable equipment including a LigMaster computerized stress device, available for assessment of ankle, knee, elbow, and glenohumeral joint force-displacement characteristics, DataPac 2K2 data acquisition software, electrogoniometers, accelerometers, a custom made shoulder stiffness device, and a GaitRite gait analysis system.

      The Metabolic Research Laboratory is housed in a 1600 square foot facility and includes a Parvo metabolic system with ECG, CosMed portable metabolic system, treadmill, Lode electronically braked adult and pediatric cycle ergometers, Monark cycle ergometer, blood draw chair, and YSI Glucose/Lactate analyzer system.

      ATSU’s Mesa Campus Learning Resource Center (LRC) supports the teaching and eventual practice of students and the teaching and research of its faculty. The LRC takes advantage of electronically based information resources that have developed since the emergence of the Internet a decade ago to facilitate and support access and use evidence in support of all instruction, research, and services at the University. The LRC’s collections are a blending of print and electronic resources to bring information access into the curriculum and clinical rotations of the students.

      Access to and use of the LRC’s electronic resources is facilitated through its website (on the ATSU Intranet) and its online portal (http://atsu.azhin.org). The web site provides access to the LRC’s print holding, information on services provided and copies of LRC service request forms. The portal provides access to, and facilitates use of, more than 1,000 clinically oriented electronic, full text journals, more than120 full text medical textbooks, and an array of web-based, health information-based vendors. Via the LRC’s membership in the National Network of Medical Libraries’ Docline interlibrary loan system and OCLC’s interlibrary loan system, it can rapidly borrow books and articles from more than 20,000 libraries worldwide. More than 75 percent of the articles obtained from other libraries are received digitally within three days.

  • ASHS Athletic Training Research Agenda +

    • The Athletic Training program has adopted 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 has 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. Dr. McLeod also has research interests regarding gender differences in lower extremity function, specifically neuromuscular control and postural stability. She also has interest in an injury prevention approach with younger athletes through neuromuscular and balance training.

      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 towards meaningful change values (eg, 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.

      Mr. Anderson’s primary research interests are focused on assessment of fundamental movement patterns and application of corrective exercise in orthopaedic rehabilitation. He has expertise in use of the Functional Movement Screen (FMS) and Selective Functional Movement Assessment (SFMA) and is currently involved in research looking at the use of the FMS in injury risk prediction and corrective exercise interventions. In addition, he also has research interests in post-professional clinical education. Mr. Anderson is actively engaged in the continued development and maintenance of the CORE-AT Electronic Medical Record and has interests in its application in clinical education.

      Dr. Kellie 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 line of research revolves around the prevention and rehabilitation of lower extremity injuries, with a special emphasis on sport-related knee injuries in the adolescent population. He is specifically interested in assessing the clinical outcomes of anterior cruciate ligament (ACL) injuries as it relates to the health-related quality of life of the patient and the comparative effectiveness of rehabilitation techniques. Through his research, Dr. Lam hopes to gain a better understanding of the immediate and long-term impact of ACL injuries and help improve patient care following injury. Furthermore, Dr. Lam is interested in identifying potential risk factors related to knee injuries, including jump-landing mechanics and postural stability, and investigating the effectiveness of prevention programs.

      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.

  • Current Student and Faculty Research Projects +

      • Neuromuscular Control
      • An evaluation of balance and landing characteristics in college and high school athletes
      • The relationship between balance and landing screening and health-related quality of life in college athletes
      • The impact of sport-related injury of the ankle and knee on health-related quality of life
        Shoulder Injury
      • Quantification of glenohumeral joint laxity and stiffness in patients with documented shoulder instability
      • Acute and chronic adaptations in the throwing shoulder of professional baseball pitchers
      • Chronic adaptations in the throwing shoulder of professional baseball players
      • Clinical measures of shoulder motion in professional baseball players: A Comparison of the Dominant and Non-Dominant Shoulders in Pitchers and Position Players
      • The effects of a seven-month season on selected clinical measures of shoulder mobility in the professional baseball player
      • Reliability of a classification protocol for the assessment of scapular motion in patients with shoulder pathology
      • The value of selected clinical measures of shoulder mobility for predicting shoulder pathology in the professional baseball player: A prospective study
      • Range of motion effects of a three week PNF hold-relax facilitory protocol on glenohumeral internal rotation
      • A comparison of glenohumeral joint laxity and stiffness in the throwing and non-throwing shoulders of high school baseball pitchers
      • A comparison of ulnar collateral ligament laxity and stiffness in the throwing and non-throwing shoulders of high school baseball pitchers
      • Qualitative assessment and comparison of scapular kinematics between aquatic athletes with moderate and severe shoulder impingement
      • A comparison of three-dimensional scapular kinematics in the throwing and non-throwing shoulders of professional baseball pitchers
      • Impairment, functional loss, and disability in professional baseball players with shoulder and elbow pathology
      • The relationship between pitch count and pitch frequency and shoulder and elbow injuries in female youth softball players
        Sport-Related Concussion
      • A survey of health professions management practices regarding sport-related concussion.
      • Attitudes, beliefs and knowledge regarding academic accommodations following sport-related concussion.
      • The effect of concussion on measures of symptoms, cognition, balance, and health-related quality of life.
      • A systematic review of health-related quality of life following pediatric traumatic brain injury.
      • The effect of co-morbid factors on symptom reports at baseline and following sport-related concussion.
        Pediatric Sports Medicine
      • Injury surveillance in youth football
        Other Areas
      • Assessment of valgus laxity and stiffness at the elbow using computerized stress arthrometry in collegiate athletes
      • A survey of the current educational environments of athletic training education programs: Academic vs. health professions models
      • The reliability of the FMS research scoring criteria
      • A content analysis of athletic training state practice acts

Doctor of Athletic Training Online Degree Faculty

Renowned faculty are recognized experts with national influence who share emerging trends and opportunities.

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 +

      • Randy D. Danielsen, PhD, PA-C, DFAAPA

        Dr. Danielsen is Dean of the Arizona School of Health Sciences. Since graduating from the University of Utah Physician Assistant (PA) Program in 1974, Dr. Danielsen has distinguished himself as a clinician, PA educator, author, and editor. He received his BS in Health Science (cum laude) from the University of Utah in 1978, his Masters in PA Studies (MPAS) from the University of Nebraska with an emphasis on Internal Medicine in 1997, and his PhD from the Union Institute & University in 2003 with an emphasis on Medical Education. He completed sixteen years with A.T. Still University as academic coordinator (1995-1997), chair of physician assistant studies (1997-2004), and as dean of the Arizona School of Health Sciences (2004-2010) and recently returned as Dean of ASHS. He was honored in 2010 by A.T. Still University with Emeritus Professor status. He has served on the board of directors of the American Academy of Physician Assistants (AAPA) and as a board member and chairman for National Commission on Certification of Physician Assistants.

        Earlier in his career, Dr. Danielsen served as president of the Utah Academy of Physician Assistants, the Arizona State Association of PAs, and as chair of the Arizona Regulatory Board for PAs. Retired after 28 years of service in the US Air Force and Army National Guard with the rank of Lieutenant Colonel, Dr. Danielsen also is a former president of the Veterans Caucus of the AAPA and was honored with the Caucus’ Civilian PA of the Year Award in 2003.

        Dr. Danielsen was named Outstanding PA of the Year by the AAPA in 1993 and by the Arizona State Association of Physician Assistants in 2011. He currently serves as PA editor-in-chief for Clinician Review. Dr. Danielsen has published over sixteen peer-reviewed articles, eighteen journal editorials, two book chapters, and most recently his first book, entitled The Preceptor’s Handbook for Supervising Physician Assistants, published by Jones & Bartlett Learning. Recently he was selected as a Senior Consultant with the Academy for Academic Leadership.

  • Vice Dean +

      • Annlee Burch, PT, MPH, EdD

        Dr. Burch is Vice Dean of the Arizona School of Health Sciences. Her primary responsibility is to serve as Chief Operating Officer of the School under the direction of the Dean. In addition, she leads several University or School wide initiatives including the Diversity Initiative Task Force and the ASHS Adelante Project. In her role, Dr. Burch represents the School in the Dean’s absence.

        Dr. Burch received her Doctor of Education (EdD) from Columbia University, Teachers College in 2005. She received her Masters of Public Health (MPH) from Columbia University, Mailman School of Public Health in 2002 and her Masters of Physical Therapy (MS) 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.

        Dr. Burch received her BA is in Psychology from the University of Rochester. Prior to her appointment as Vice Dean, Dr. Burch served as the Chair of Physical Therapy from 2008-January 2012. Prior to coming 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.

  • Chair +

      • Eric Sauers, PhD, ATC, FNATA

        Dr. Sauers is a tenured Full Professor and Chair of the Department of Interdisciplinary Health Sciences at the Arizona School of Health Sciences (ASHS), A. T. Still University (ATSU), in Mesa, Arizona. He received his bachelor’s degree in exercise science from Seattle Pacific University and his master of science degree in sports health care from ATSU. He completed his doctor of philosophy degree in sports medicine at Oregon State University (OSU). His primary research 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 post-professional athletic training education. Dr. Sauers has published numerous peer-reviewed scientific articles and given numerous state, regional, and national presentations related to his research. He is the President-Elect of the American Society of Shoulder and Elbow Therapists and also serves on the Research Committee. Dr. Sauers 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. Currently, he serves 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, and the NATA Foundation Research Committee. Dr. Sauers is also a Commissioner for the Commission on the Accreditation of Athletic Training Education. 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 +

      • Dr. Tamara McLeod, PhD, ATC, FNATA

        Dr. Tamara Valovich McLeod is the John P. Wood, D.O., Endowed Chair for Sports Medicine, Professor and Director of the Athletic Training Program 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 director of the Athletic Training Practice-Based Research Network and 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 and health-related quality of life. Dr. McLeod also has research interests regarding gender differences in lower extremity function, specifically neuromuscular control, and postural stability and studies these areas through an injury prevention approach in younger athletes. 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.​

  • Faculty +

      • Dr. Tamara McLeod, PhD, ATC, FNATA

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      • Dr. Alison Valier , PhD, ATC

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      • Mr. Barton Anderson, MS, ATC, AT

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      • Eric Sauers, PhD, ATC, FNATA

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      • Cailee Welch, PhD, ATC

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      • Dr. Kellie C. Huxel Bliven, PhD, ATC

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      • Dr. Kenny Lam, ScD, ATC

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      • Chelsea Lohman, MAT, LAT, ATC, CSCS

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      • R. Curtis Bay, PhD

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      • John Parsons, PhD, ATC, AT

      • Lori Michener, PhD, PT, ATC, SCS

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      • Gary D. Delforge, EdD AT-Retired

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  • Staff +

      • Amanda Vigil, MBA
        Administrative Manager

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      • Sarah Hubalik, BA
        Administrative Assistant

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Doctor of Athletic Training Online Degree Admissions

  • Requirements +

    • The DAT program will admit athletic training professionals with diverse professional and personal experiences who have demonstrated capacity to pursue a rigorous course of graduate study. Prospective students will be selected by considering the overall qualities of the applicant through application content, academic record, and prior experience.

      Candidates accepted for admission must demonstrate and/or submit documentation of the following prior to matriculation:

      Candidates accepted for admission to the DAT program will have earned a masters or higher degree from a regionally accredited institution. Applicants must provide official transcripts from all educational institutions attended where a degree was conferred.
      Applicants to the Athletic Training program must demonstrate Board of Certification (BOC) certification as an athletic trainer. Verification of progress toward completion of all eligibility requirements to sit for the BOC certification examination will be accepted at the time of application, but BOC certification must be verified prior to matriculation.
      Students must demonstrate proof of state licensure (if required in your current state of residence). A photocopy of a current state license is acceptable.
      Candidates must have achieved a minimum overall graduate cumulative GPA of 3.0 (on a 4.0 scale).

      Official recommendation forms must be completed by: 1) academic advisor, professor, employer, family friend or minister, and 2) a healthcare professional. A formal letter of recommendation must accompany each form. Letters from an educational consulting service will not qualify. Letters of reference must be submitted for each application year.
      Candidates are expected to be computer literate and experienced in word processing. All curricula require extensive computer usage. Accepted applicants are required to have a personal computer prior to matriculation and have access to a high-speed Internet connection.
      Candidates must submit an application form.
      GRE scores are not required for admission to the DAT.

      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 - You are demonstrating your English proficiency by submitting acceptable scores on the Test of English as a Foreign Language (TOEFL).

      Acceptable minimal scores for ASHS applications are:

      • Paper based total score = 550
        • Minimum of 57 on Reading Skills section
        • Minimum of 61 on Writing Skills section

      • Computer based total score = 213

        • Minimum of 22 on Reading Skills section
        • Minimum of 26 on Writing Skills section

      • Internet based total score = 80

        • Minimum of 22 on Reading Skills section
        • Minimum of 24 on Writing Skills section

      The TOEFL is administered by TOEFL/TSE Services, P.O. Box 6151, Princeton, NJ, 08541-6151, USA 609. 771.7100. Information is available at www.toefl.org. 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

      Candidates must complete a phone interview with the program director.

      Licensure
      Students must demonstrate proof of state licensure (if required in your current state of residence). A photocopy of a current state license is acceptable.

      Technology Requirements

      All ATSU students are required to own a computer system. Minimum system requirements vary depending on program.

  • Tuition and Financial Services+

      • Application Fee: $70
      • Tuition: $477 per credit hour (2015 school year)

      Note: All fees and tuition are subject to change.

      The DAT online program consists of 70 credit-hours of study. Most courses are three credit hours, except for the Winter Institute and ARP courses, which are 5 credit hours each. There are additional fees for books, reference materials, Winter Institute travel and accommodations.

  • Financial Aid+

    • Investing in your future as a student is one of the most important steps you will take in your life. ATSU can help you put together a financially sound aid package that will let you focus on your education instead of worrying about how you will finance it.

      Students must be registered at least half-time to receive financial aid. Half time is defined as taking five credits each block. Financial Aid also is available to students who are dual enrolled at KCOM and ASHS. Contact the Student Financial Services at 866.626.2878, ext. 2529 for further information. All students receiving financial aid, whether through ATSU’s Student Financial Services or at other institutions, must notify our office of their status.

      THE 9 STEPS REQUIRED FOR A STUDENT TO RECEIVE FINANCIAL ASSISTANCE ARE AS FOLLOWS:

      The student completes the Free Application for Federal Student Aid (FASFA) or a Renewal FAFSA by going to www.fafsa.ed.gov and following the instructions on the website. ATSU’s school code is G02477.

      The Central Processing System (CPS) performs matches and edits, calculates a student contribution, and sends the data back to the processor.

      ATSU receives the information electronically (ISIR) within three to five business days.

      The student looks over the Student Aid Report (SAR) and, if accurate, keeps it for his/her records. If any corrections are needed, the student contacts the Financial Assistance Office.

      Student Financial Services performs verification and then sends an electronic award letter to the student’s ATSU email address, along with instructions for completing the loan applications and other required forms.

      The student accepts, refuses, or modifies the award letter and submits all required forms to the Financial Assistance Office.

      Student Financial Services looks over the required forms and transmits the loan data to Sallie Mae

      The lender wires the funds by Electronic Funds Transfer (EFT) to the school or sends the institution a loan check.

      If by EFT, all funds will be applied to the student’s account. The refund will be directly deposited to the student’s bank account if so desired by the student and proper documentation is on file.

      Eligibility for Financial Assistance

      Eligibility or unmet financial need is determined by subtracting a student’s expected contribution from the student budget. The student’s expected contribution is listed on the Student Aid Report (SAR) and is based on the student’s financial strength. Students may choose to receive financial assistance up to their unmet financial need. For example, if a student’s budget is $9,000 and the expected contribution is $5,000, the student’s unmet financial need is $4,000. The student may receive financial aid through scholarships, loans, etc., to arrive at this figure. (Note: Students may use the Unsubsidized Federal Stafford Loan or any private loan to replace their expected contribution.) Every effort will be made to meet the student’s need, but in some instances, the student may have to rely on other outside resources. It is of critical importance to be creditworthy, as most private loans require a credit check.

      Satisfactory Academic Progress for Federal Financial Aid

      According to the United States Department of Education regulations, (34CRF 668/16 and 668.34 and October 29, 2010 Final Federal Register), all students receiving federal financial assistance must meet and maintain satisfactory academic progress. Student Financial Services will review the academic progress of financial aid recipients after each payment period. Satisfactory academic progress (SAP) is measured in terms of qualitative and quantitative standards.

      Qualitative Measure

      The qualitative measure of a student’s progress is measured by cumulative grade point average. The minimum cumulative GPA students must maintain for financial aid is as follows:

      Minimum Cumulative Grade Point Average at A.T. Still University of Health Sciences
      2.0 for all programs on 4.0 scale
      70% for all programs on 100% scale

      Quantitative Measure

      Maximum Time Frame

      Financial aid recipients must complete an educational program within a time frame no longer than 150% of the published length of the educational program. All attempted withdrawn, failed, repeated, and/or transferred credits that apply to a student’s program count toward this maximum time limit. For example, a student pursuing a doctorate degree requiring 120 credit hours may attempt up to 180 credit hours before financial aid eligibility is suspended (120 x 150% = 180). A student pursuing a doctorate degree requiring 5100 contact hours may attempt up to 7650 contact hours before financial aid eligibility is suspended (5100 x 150% = 7650).

      Pace of Progression

      Pace of progression is required to ensure students complete within a maximum time frame and that the pace is measured at each standard review time. Financial aid recipients must maintain a 67% minimum completion rate for attempted credit hours or contact hours. For example, a student pursuing a doctorate degree requiring 120 credit hours may attempt up to 180 hours before financial aid eligibility is suspended (120 divided by 180 = 67%). A student pursuing a doctorate degree requiring 5100 contact hours may attempt up to 7650 contact hours before financial aid eligibility is suspended (5100 divided by 7650 = 67%).

      Dropped, failed, and remedial courses for which no credit is received do not count towards credit hours earned. Credit hours for a course are earned by completing and passing the class.

      Financial Aid Warning

      Failure to meet the minimum academic progress requirements will result in a student being issued a financial aid warning. Students issued a financial aid warning will have one payment period to correct a progress problem due to qualitative or quantitative standards. Students will be notified of their status in writing via ATSU email. Students issued a financial aid warning will have an opportunity to file an appeal to request financial aid probation prior to the upcoming standard review time, which is at the end of each payment period.

      Financial Aid Probation

      If a student appeals their financial aid probation status and the appeal is approved, that student is put on financial aid probation for one payment period. Students may receive federal financial aid while on financial aid probation if he/she meets the terms of his/her appeal decision. If a student fails to meet SAP standards during the term of financial aid probation, he/she may request an additional appeal.

      Financial Aid Suspension

      Students who fail to meet the requirements of the financial aid warning or do not appeal their financial aid probation status are placed on financial aid suspension and are not eligible for federal financial aid. These students will receive written notification to their ATSU email account of their failure to comply and that future federal aid will be canceled.

      Appeal Procedure

      Students who have been issued a financial aid warning may submit a written appeal for reinstatement of eligibility prior to the start of the next payment period. Occasionally, extenuating circumstances contribute to their inability to meet the requirements for satisfactory progress. Extenuating circumstances include, but are not limited to, the following:

      • Death of an immediate family member
      • Severe injury or illness of the student or an immediate family member
      • Emergency situations such as fire or flood
      • Legal separation from spouse or divorce
      • Military reassignment or required job transfers or shift changes

      Students whose appeal is denied must establish eligibility by completing courses without federal aid in one or more payment periods at ATSU until the cumulative GPA and/or completion rate meet the required standard before any additional federal aid will be disbursed.

      Students who have extenuating circumstances may appeal by submitting a completed Appeal form. They will be notified if additional supporting documentation is required.

      The Appeal packet is presented to the SAP Committee for consideration. Students are notified via ATSU email of the SAP Committee’s decision and recommendations.

      Reinstatement

      Federal financial aid may be reinstated when one of the following conditions has been met:

      The student completes courses without federal aid in one or more payment periods at A.T. Still University of Health Sciences until the cumulative GPA and/or completion rate meet the required standard.
      - OR -

      The student files an appeal and the SAP Committee approves the appeal. It is the student’s responsibility to notify Student Financial Services when reinstatement conditions have been met.

      Enrollment Status Policy

      Full-time enrollment definition

      Students enrolled in the Doctor of Dental Medicine and Doctor of Osteopathic Medicine are always defined as full-time.

      Full-time enrollment requires enrollment in a minimum of nine (9) quarter credit hours, or six (6) semester hours.

      Half-time enrollment definition

      Half-time enrollment is defined by enrollment in a minimum of five (5) quarter credit hours or three (3) semester hours.

      Enrollment Status Definitions 1 Quarter Credit = .67 semester credit
      Program Minimum # of Credit Hours Minimum # of Credit Hours
      Full-Time Half-Time
      Osteopathic Medicine and Dental Enrollment is always full-time
      All other programs 9/quarter, 6/semester 5/quarter, 3/semester

      Student Budget Determination

      The student expense budget is determined each year by the director of Student Financial Services. Every effort is made to ensure that allowances in each category are realistic and fair. Although the director determines the average student budget, students having credit history difficulties may not be able to borrow the full budgeted amount, due to the private loans being based on creditworthiness.

      Verification

      Verification is the process by which Student Financial Services checks the accuracy of the information submitted by the student when applying for federal financial aid. It is intended to reduce errors in the financial information that students submit so eligible applicants can receive the correct amount of financial assistance.

      ATSU will verify all applicants who are selected for verification from the federally approved edits. If selected, students will need to submit a signed copy of their federal income tax return from the prior calendar year along with a verification worksheet. ATSU will compare the tax return and the verification worksheet to the Institutional Student Information Record (ISIR) to verify required items. Financial aid will not be awarded until the verification is complete.

      Special Conditions

      Professional judgment allows the Director and Assistant Director the flexibility to handle individual students with extenuating circumstances on a case-by-case basis. This authority is clearly stated in the regulations and is used as needed. The adjustments may be made in the cost of attendance, expected family contribution, or satisfactory academic progress.

      Although every effort is made to meet a student’s financial need, financial assistance is not an entitlement and, in some instances, not all of a student’s need will be met.

      Financial Planning

      Setting Goals

      Financing your health professions education is an investment in your future. As a major investment, it should be entered into with conscientious planning. Setting goals and establishing a game plan are essential in order to minimize your debt.

      A simple financial plan begins with the establishment of a long-term goal. As an APA, MI, HM or AOT student, for example, your long-term goal might be to set up a private practice in your home town. As you plan your strategies to reach this end, keep in mind that your short- and mid-term goals should be consistent with and built upon this long-term goal. To help keep you on track, it is important to develop a budget.

      A budget lists all sources of income, as well as all estimated expenditures. To make a budget work for you, keep the following points in mind:

      Have a written plan
      Set realistic goals
      Establish priorities
      Keep expenditures below income
      Stick to your game plan

      It is important for you to determine your needs so that you will borrow only the amount necessary, rather than the amount for which you are eligible. In the end, you may pay back 2-3 times the amount you borrowed. Therefore, the less debt you accrue in school, the more financially secure you will be later.

      Tuition

      Online programs’ tuition is due 14 calendar days prior to the first day of class. For programs with payment per credit or course, the tuition covers the payment for the coming quarter. For programs that have payment per program, payment in full is due prior to the start of the program or per their admissions agreement on a quarterly payment schedule. The Controller’s Office will receive tuition payments and make refunds as necessary. Delinquent tuition penalties accrue at 1 1/2% per month, which is 18% per year.

      Electronic Funds Transfer (EFT) Policy

      The Department of Education is encouraging and, at times, requiring educational institutions to become paperless. Therefore, funds received through federal and private loans will normally be transferred electronically to a student’s account at ATSU. Students will receive a receipt itemizing the type of loan and amount credited to their account at the institution. Funds electronically transferred above what is owed for tuition and fees will promptly be refunded to the student by check or deposited directly to the student’s bank account. (Students that have lenders that do not wire money to ATSU will receive their financial aid through a co-payable check.) Generally, funds are available when tuition is due.

      Direct Deposit

      Many banks in states outside of Missouri make students wait 10 business days to tap their loan funds when deposited by check. Therefore, we require all students to use direct deposit where ATSU wires money to the student’s bank account. This way, the money is available on the day it is wired to the bank.

The Family and Culture


 

  • Blackboard Demo Course +

    • ATSU has set up a demo course of our Blackboard
      Learning Management System for interested students.

      Please go to our guest demo site, and login with:

      Username: DATdemo
      Password: atsudemo


      Connect Now

Doctor of Athletic Training Online Curriculum Overview

​ATSU’s Doctor of Athletic Training degree curriculum is meticulously designed to prepare clinical and academic leaders in the athletic training profession. Students earning a Doctor of Athletic Training are able to apply lessons immediately, while also bringing their unique needs and challenges into the online coursework

Learn more about how this curriculum from a leading health sciences University makes a unique difference in helping students advance their knowledge and deepen their impact in the world.

Clinical Decision Making Foundation

  • ATRN 7110: Quality Improvement and Patient Safety* (C)(M)+

    • ​This course is designed to enhance the athletic trainer’s understanding of quality improvement at the service and provider levels. The content covered will include patient safety, fundamentals of quality improvement, measuring improvement, cost and value models, and the history of quality improvement in healthcare.

  • ATRN 7120: Evidence-Based Practice* (C) (M)+

    • 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. ​

  • ATRN 7130: Patient-Oriented Outcomes* (C) (M)+

    • ​Advanced Patient-Oriented Outcomes is designed to enhance the athletic trainer’s ability to employ clinician-based and patient-based clinical outcome measures for the determination of effective clinical decision-making 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. Opportunity to develop an outcomes study through creation of a clinical question in PICO format will be provided and discussion of using practice-based research networks as means to conducting outcomes investigations will occur.

  • ATRN 7140: Health Information Technology* (C)+

    • ​The purpose of this course is to provide the athletic trainer with a survey of relevant concepts, tools, and systems of healthcare informatics and technology that may be useful throughout the clinical decision-making process. An understanding of informatics concepts and skills related to the use of technology has been identified as critical for all modern healthcare professionals. Moreover, informatics and technology provide several distinct advantages to the modern healthcare system, including, but limited to: cost savings; error detection; quality improvement, and; improved patient outcomes.

Orthopaedic Rehabilitation Foundation

  • ATRN 7210: Foundations of Orthopaedic Basic Science* +

    • ​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, articular cartilage and bone 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. This course provides the orthopaedic basic science foundation for discussion of therapeutic techniques in future rehabilitation courses.

  • ATRN 7220: Surgical Considerations for Orthopaedic Rehabilitation* +

    • ​This course is designed to enhance the athletic trainer’s knowledge and awareness of common orthopaedic surgical techniques utilized in the practice of sports healthcare. Indications, contraindications, and general orthopaedic surgical techniques will be presented. Tissue response to surgical intervention and post-surgical rehabilitation considerations and timelines will be emphasized.

  • ATRN 7230: Assessment of Movement Dysfunction +

    • This course introduces and explores normal fundamental patterns of human movement, and advanced techniques for movement pattern assessment. Neuro-developmental progression, motor development, motor learning, and motor control concepts will be presented. Utilizing the Dynamic Systems Theory and Tensegrity models, techniques for movement assessment will be outlined and discusses. This course provides the foundational knowledge for the subsequent Corrective Techniques for Movement Dysfunction course.​

  • ATRN 7240: Corrective Techniques for Movement Dysfunction +

    • This course provides the athletic trainer with advanced knowledge in the rehabilitation of orthopaedic injuries, by utilizing corrective techniques to restore movement patterns and function. Emphasis is placed on integration of tensegrity and dynamic systems models to develop a sequential and progressive rehabilitation program, centered on restoration of movement patterns in fundamental, transitional, and functional postures. Concepts of mobility, sensorimotor control, movement patterning, and neuro-developmental progression will be discussed. Assisted, active, and reactive techniques for improving mobility, stability, and movement will be taught.​

Leadership Foundation

  • ATRN 8110: Comparative Effectiveness in Athletic Training* +

    • This course is designed to improve the athletic trainer’s understanding of, and ability to conduct, clinical research in order to compare the effectiveness of various athletic training treatment interventions for sport-related injury and illnesses. Determination of treatment effectiveness must also take into account the preferences of individual patient, as well as the known benefits and harms of each intervention. The course will cover the basics of comparative effectiveness research questions, study design, outcome measures, statistical analyses, and dissemination.​

  • ATRN 8120: Athletic Injury Epidemiology* +

    • Athletic Injury Epidemiology is designed to enhance the athletic trainer’s clinical decision-making process by providing a understanding of the injury patterns associated with a variety of athletic sports. Emphasis will be placed on understanding and applying introductory principles of epidemiology, including the concepts of rates (eg, rate ratios and rate differences), incidence, proportions, odds ratios and relative risks. Students will gain experience calculating epidemiology values through class examples and exposure to national databases. Discussion of epidemiology study design (eg, cohort vs. case-control) will also be included. Evaluations of the injuries with the highest incidence and their associated risk factors will be discussed. ​

  • ATRN 8130: Healthcare Policy and Systems of Delivery*+

    • This course examines the evolution of the U.S. health care system from a health policy and health politics perspective. Topics include financing, organization, and delivery of health care, including: access, coverage, cost, and quality of health services; the influence of medical and nonmedical determinants of health; the design of health insurance, including public and private health coverage models; the evolution of consumer-directed and other price- sensitive cost containment mechanisms; impacts of the changing care delivery systems on providers and their patients; public safety net programs; overview of the status of the 2010 health care legislation; and an analysis of the respective roles of government and the private sector in regulating health care. Special emphasis will be given to the history and evolution of educational, regulatory, and credentialing components of major allied health care disciplines, including athletic training, and their role in the contemporary U.S. healthcare system.​

  • ATRN 8140: Leadership & Professionalism in Athletic Training +

    • Examination and application of theories of professionalism and leadership as they relate to various aspects of the practice of athletic training. Topics include, but are not limited to, contemporary leadership theories, medical professionalism, organizational and interpersonal communication, decision-making, change, and conflict management.​

  • ATRN 8150: Winter Institute –Professional Issues in Athletic Healthcare+

    • ​This course provides an opportunity for examination of the interrelationship of athletic training, ethics, and the law, while simultaneously exploring the major components of the athletic training profession and the contemporary issues confronting those systems. The class is designed to enhance the athletic trainer’s understanding of legal and risk management concepts as they pertain to daily clinical practice, especially to those aspects of practice at high risk for liability claims, including sports pre-participation physical evaluation, discharge decision-making, preventative activities, and acute injury management and emergency care.

Applied Research

  • ASHS 5220: Research Methods & Design * (M)+

    • This course will focus on the development and application of graduate level knowledge and skills related to research methods in 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. ​

  • ATRN 8210: Qualitative Research Methodology+

    • ​This course is designed to introduce the athletic trainer to the methods of qualitative research. As athletic training continues to identify ways to enhance the care provided to various populations, it is essential to integrate patients’ perspectives and preferences during the decision-making process. To effectively do so, it is important to have an understanding of the various strategies to gather this information. This course will cover the basics of qualitative research, methods to collect and analyze qualitative data, and strategies to incorporate qualitative data

  • ATRN 9001: Reviewing the Literature – Practice Analysis+

    • This course is the first in a series of four courses designed to assist you with the development of an applied research project (ARP) through the stages of reviewing the literature to project dissemination. Understanding the past and current literature around your desired research topic area is crucial to the development of a sound research project. Therefore, the purpose of this course is to provide you with the knowledge and skills to successfully review the literature around your chosen ARP topic and write a focused review of literature, which will serve as a foundational paper for your ARP. ​

  • ATRN 9002: Developing a Research Proposal +

    • This course is the second in a series of four courses designed to assist you with the development of an applied research project (ARP) through the stages of reviewing the literature to project dissemination. The purpose of this course is to provide you with the knowledge and skills to develop and present the proposal for your required ARP. The proposal is crucial for the success of your ARP, as it describes in detail the research questions, hypotheses, and methodological details of your study.
      During this course you will work closely with your ARP advisor to ensure your ARP proposal is methodologically sound and feasible. By the end of this course, you will have completed your ARP proposal and will present your project to your ARP advisor and submit your application to the IRB. ​

  • ATRN 9003: Data Analysis and Interpretation+

    • This course is the fourth in a series of four courses designed to assist you with the development of an applied research project (ARP) through the stages of reviewing the literature to project dissemination. The purpose of this course is to provide you with the knowledge and skills to continue to finalize your data collection forms and sampling methodology and to successfully complete your data collection as well as properly manage your data. Additionally, this course will help you to develop and implement an analysis plan for your ARP, based on previous methodological and statistical courses, and write the bulk of your results section so that you will be ready to complete your manuscript and prepare it for dissemination in the next course.​

  • ATRN 9004: Project Completion and Dissemination+

    • ​This course is the fourth and final course in a series of four courses designed to assist you with the development of an Applied Research Project (ARP) through the stages of reviewing the literature to project dissemination. The purpose of this course is to provide the knowledge and skills needed to successfully complete your ARP manuscript, and to identify possible strategies for the dissemination your research findings through means, such as poster and oral presentations or manuscript submission.

TOTAL REQUIRED CREDIT HOURS: 70

*Eligible for advanced standing, Course also included within the certificate (C) or Master’s (M) program of study

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INNOVATING WHOLE PERSON HEALTHCARE

Community Health Center

Waianae, Hawaii

As a leading provider of quality healthcare for area residents, Waianae Coast Comprehensive Health Center also provides community employment and health education. More than 80% of the staff are local residents, and many were trained at the affiliated Waianae Health Academy. Find out more.

SPONSOR A CAUSE

From public health centers located in communities where services are needed most, to research and other leading edge whole person healthcare initiatives, you can create your own legacy by contributing to the specific cause that moves you most. Find out more.

DONATE TO THE MISSION

When you give to A.T. Still University, you're not only supporting whole person healthcare education, you're also helping deliver it to where the care is needed most. Through our legacy program, we send students to underserved communities nationwide and conduct healthcare clinics at the university on occasion. Find out more.

WHOLE PERSON HEALTHCARE

Whole person healthcare takes an integrated approach that addresses body, mind and spirit as one. Students are encouraged to participate in wellness programs and study areas including nutrition and psychology to gain a more comprehensive understanding. Find out more.

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APPLY NOW

Let your light shine at A.T. Still University. Combining leading-edge whole person healthcare with a commitment to serving those communities where needs are greatest, we provide students the opportunity to truly excel as doctors, dentists, healthcare providers and healthcare leaders. Apply now; click here.