January | September
- 20 CE Hours
- Course Length: 12 Weeks
- Pre-Recorded Lectures
- Live Faculty Q&A: None
- Course Pacing: Dripped Weekly
- Workload: 1-2 Hours
- Pay Over Time Available
- Post-Course Access: 30 Days
20 Continuing Education Hours | 12 Weeks
The 💻 Essentials Educational Program at Concussion Corner Academy® facilitates the healthcare professional along their post-professional learning journey through a completely on-demand online educational platform. This means that our online didactic education is solely on-demand, where students can participate anytime and anywhere.
This program is designed for the working healthcare professional who is seeking to support their local communities with concussion clinical care, support, and advocacy, from pediatric to geriatric patient populations, while earning 20-hours of continuing education.
If you would like to have opportunities to ask questions, interact with our faculty and founder, and have a much more personalized experience, please look into our 🎓 Scholar or ⭐️ Premium educational programming found here.
What Makes Us Shine
World Class Team of Clinician-Scientists
International Private Graduate Group
Designed for the Working Healthcare Professional
Learn at your own pace, in your own space, and on your own time
What our students say about us...
Log in time and frequency
Source: University at Buffalo, Jacobs School of Medicine and Biomedical Sciences
Dustin has endured many concussions being an athlete and skier growing up. This led him to creating his website, theconcussionblog.com, where he aggregated all the common information for the assessment and treatment of concussion to keep “everyone on the same page”. Dustin has spent over 7,000 hours researching and understanding concussions including continual education on the matter. His ability to be a conduit between the scholarly information and the actual patient and their caregivers make him unique in this field.
Dr. Eagan-Johnson received her master’s degree in transition special education specializing in pediatric brain injury from George Washington University, where she has served as an adjunct instructor since 2015. She holds a Doctor of Education degree in Mind, Brain, and Teaching (educational neuroscience) from Johns Hopkins University. Dr. Eagan-Johnson serves on the Board of Governors for the Academy of Certified Brain Injury Specialists under the Brain Injury Association of America. In this position, she is helping to write the pediatric portion of a new national concussion certification. She has held a Certified Brain Injury Specialist certification since 2008 and is a CBIS Trainer. Dr. Eagan-Johnson has three teaching certifications and serves on three national advisory boards. Dr. Eagan-Johnson is published in pediatric brain injury, regularly presents at the national and international levels, and has received multiple awards for her work. She was the co-lead for the 1st Concussion Return to Learn Consensus for the National Collaborative on Children’s Brain Injury, which is endorsed by 12 national organizations. Spearheading development and creation of Pennsylvania’s Return to Learn Concussion Management Team Model, now endorsed by two State Departments of Education, Dr. Eagan-Johnson has trained over 3,000 school-based concussion teams since 2013.
Dr Eagan-Johnson has been asked to speak many times for Pennsylvania’s Legal Aid Network and Neighborhood Legal Services. Over the past decade, she has been an invited speaker numerous times for the federal organization that oversees state civil legal aid in Washington, DC, including Congressional and Senate panel briefings and audiences of supreme court justices, where she advocated for legal aid for victims of IPV & child abuse. Dr. Eagan-Johnson served on the board for her local Crisis Shelter and is a member of the ENIGMA Brain Injury IPV group. Her passion in this field began when she was 14 years old and her 13 year old brother sustained a severe TBI.
She received her Bachelor of Arts degree in Theatre and Psychology from Wheaton College in 2000, her Masters in Education degree from SUNY in 2005, her post baccalaureate pre-med certificate from Hunter College in 2006 and her Doctor of Physical Therapy degree from MGH Institute of Health Professions in 2009.
Dr Herget’s practice includes rehabilitating athletes who have sustained a sports concussion, most specifically evaluating and treating high school through professional level athletes with concussions and assisting in their safe return to play. Her clinical expertise is in the cervicogenic contributions and visuo-vestibular treatment of athletes and military personnel who sustain concussions as well as the progression of exercise through exertional protocols. Her research has focused on management of athletes with post-concussion syndrome and the efficacy of pre-season and post-season visuo-vestibular testing to aid in return to play decision making, differentiating between concussion and cervicogenic symptom presentation, alternative exercise testing protocols, atypical mTBI presentations and considerations in the military population. She has lectured nationally on the topics of concussion and the non-acute management of athletes with post-concussive syndrome.
After spending a full year in rehabilitation, experiencing the profound dichotomy of being both doctor and patient, Dr. Schwartz identified the gaps in concussion treatment and management in the global healthcare community. Her role has been to identify the cognitive blind spots for healthcare providers, physicians to athletic trainers, focusing on comprehensive targeted physical examinations, rehabilitative teams, and concussion care management.
Her vision is to facilitate collective competence across the healthcare continuum in order to better identify, treat, and care for the concussion patient of today while putting the "care back into healthcare" for this underserved patient population.
Dr. Schwartz hopes that by educating each other about the multi-system nature of these injuries and the scopes of practices of the multidisciplinary providers that have access to and have the ability to care for this cohort of patient, she will be able to facilitate a better patient-clinician encounter.
By speaking candidly about her experience with post-concussion syndrome, she hopes to facilitate learning from provider to provider, patient to provider, and caregiver to provider honing in on the power of storytelling and collegial communication from a place of candor, curiosity and enthusiasm.