By Tamerah N. Hunt PhD ATC CSCS
Cram consultation in overview of activities Concussion: A guide for college students & Clinicians by Dr. Tamerah N. Hunt is a succinct and descriptive quickly reference that offers the health practitioner with an easy step by step method of quite a few activities concussion review and administration concepts. Cram consultation in assessment of activities Concussion: A guide for college kids & Clinicians is designed to bridge the distance among study and scientific perform to enhance review and administration of sports-related concussion and return-to-play decisions.
What is on your “Cram Session”:
• suggestion maps
• purple flags for differential diagnoses
• go back to participation guidelines
• specified algorithms for assessment, trying out, and dealing with different well-being care professionals
• version protocols and administration innovations that may be carried out with minimum assets and aid staff
Cram consultation in overview of activities Concussion: A guide for college students & Clinicians is an informative, well-organized instruction manual for all scholars and clinicians in athletic education, actual remedy, and allied wellbeing and fitness execs who evaluation and deal with concussions.
Read or Download Cram session in evaluation of sports concussion : a handbook for students & clinicians PDF
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Additional resources for Cram session in evaluation of sports concussion : a handbook for students & clinicians
Example text
Special tests: Mini-mental status examination. • Diagnosis: Diagnosis will be confirmed by electroencephalography (EEG). Once diagnosis is confirmed, most cases are managed well with medication. If active seizure occurs with an undiagnosed person, refer the patient to the emergency department. If diagnosis is present, manage the patient until the seizure resolves and the athlete returns to normal. Differential Diagnoses 27 Ischemic or Hemorrhagic Stroke A number of cerebrovascular diseases can be included within the differential diagnoses; however, ischemic and hemorrhagic stroke should be considered a potential diagnosis, as many of the symptoms are similar to those experienced during a head injury.
2006;40:163-168. 36. McIntosh AS, McCrory P. Preventing head and neck injury. Br J Sports Med. 2005;39(6):314-318. 37. Powell JW, Barber-Foss KD. Traumatic brain injury in high school athletes. JAMA. 1999;282(10):958-963. 38. Borowski LA, Yard EE, Fields SK, Comstock RD. The epidemiology of US high school basketball injuries, 2005-2007. Am J Sports Med. 2008;36:2328-2335. 39. Dick RW. Is there a gender difference in concussion incidence and outcomes? Br J Sports Med. 2009;43(suppl 1):46-50. 40.
Including as much information as possible in the concussion evaluation provides the most comprehensive test battery for individualized concussion assessment. Additionally, findings from this encompassing battery produce more objective evidence to provide an accurate diagnosis and fairly decent prognosis. 1,2 Technological advances will continue to add to concussion evaluation techniques. Trying to stay up-to-date on advancing technology can be a huge 38 Chapter 3 undertaking for a clinician. The key for concussion assessment is recognizing the tools available based on individual setting, population, and budget.