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Context: Educational reform has recently become common thread in athletic training education. The National Athletic Trainers' Association (NATA) Education Task force suggests that Athletic Training Education Programs (ATEPs) align within colleges of health-related professions and offer academic majors. Objective: To provide a current profile of ATEP programs including departmental nomenclature, school/college affiliation, institutional classification, degree attainment, and identify ATEPs offering an athletic training major. Design: Descriptive study. Setting: Internet search of ATEP websites. Subjects: 357 CAATE accredited ATEPs (341 entry-level undergraduate; 16 entry-level graduate). Measurements: Frequencies and percentages were calculated for all ATEPs based on Carnegie Institutional Classification, school/college affiliation, departmental nomenclature, degree granted and whether ATEPs offered an athletic training major. Results: Twenty-nine percent of Carnegie classified ATEPs were offered at "Master's Large" institutions. Twenty-four percent of ATEPs were located in Colleges of Education and 25% in Colleges of Health Sciences. Twenty-two percent of ATEPs were located in Departments of Physical Education, followed by 18% in Athletic Training/Sports Medicine, and 16% in Kinesiology. Almost 80% of ATEPs currently offer an athletic training major, with most degrees granted as a Bachelor's of Science. Conclusions: ATEPs are adapting to new accreditation standards and suggested educational reform. Although some ATEPs are aligning with colleges of health-related professions or have evolved into their own departmental entities, the majority remains within departments of physical education or affiliated disciplines. At this point in time, it is unclear if these realignments are a direct result of the NATA's recommendations.

The article describes the use of mock trials to help students develop higher order critical-thinking skills and improve verbal communication and presentation skills on conversational topics related to athletic training and health care administration. Such method may be suitable for teaching athletic training techniques, clinical instruction, administration, legal issues or therapeutic modalities.

The article describes the use of darts to aid students in the review of course content for an exam in an athletic training course. Using magnetic dartboards and magnetic dards, the instructor develops categories for different types of questions or tasks. The number of category depends on what game the instructor decides to play. The students are provided with a score sheet that lists the different categories of questions or tasks. The whole process assists students in reviewing and preparing for examinations.

The article describes the use of a Bingo board to teach physical education and training to students, specifically to illustrate upper and lower extremity evaluation. A bingo board is created with a matrix where different anatomical structure will be placed. Clues are written for each anatomical structures, and are placed into an envelope or container.