Despite evidence that strength and conditioning (S&C) programs decrease injury risk and increase sport performance, young females are rarely offered S&C programs comparable to those of their male counterparts. The purpose of this study was to evaluate the current body of available literature regarding S&C in adolescent female athletes, describe potential benefits, and generate recommendations for S&C programs for female adolescent athletes. This systematic review was performed in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. Systematic searches of the PubMed and Google Scholar databases were conducted using the following keywords: 'female athletes,' 'injury prevention,' 'adolescent,' 'physical fitness,' 'strength,' 'female adolescent,' and 'conditioning.' Studies included in this review evaluated the effectiveness of S&C protocols and/or the habits and attitudes of coaches and athletic trainers working with female adolescent athletes. Seven articles evaluating S&C programs for the adolescent female athlete were used as the basis for this systematic review. These articles described current protocols and/or factors that should be taken into account when designing S&C programs. The identified articles focused on improving the strength of adolescent female athletes, decreasing the risk of injury, and exposing female athletes to the benefits of S&C that are routinely afforded to their male counterparts. Despite the critical potential benefits of S&C training, such as improved landing mechanics, coaches and athletic trainers do not routinely implement S&C programs for female adolescent athletes. The lack of such programs is largely due to misconceptions surrounding female athletes, such as the perception that females fear bulking up. S&C programs for adolescent female athletes should incorporate stretching of the hip adductors, targeted hamstring, gluteal and quadriceps strengthening, and a synergistic adaptation model, which tailors training protocols to an athlete's pubertal stage.

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There is currently no standard method or time requirement devoted to the teaching of practice management in orthopaedic residency, but there is widespread agreement that it is a necessary part of orthopaedic education.Overall, there are 3 major components to an effective transition-to-practice model: mock independent practice, appropriate feedback and oversight, and consistent exposure.An overarching theme is the importance of debriefing by senior faculty, coupled with mock practice scenarios.

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Rotating-platform total knee arthroplasty was designed to help decrease backside polyethylene wear and allow maximal conformity between the femoral and tibial components, but there have been multiple reports of dislocation and spinout of these implants. There are 4 case reports in the literature of knee dislocations with 180 rotation of the platform, 3 of which occurred during relocation attempts. This is only the second case in a posterior-stabilized mobile-bearing device. We present a case of complete 180 dislocation of a rotating platform after closed reduction in a posterior-stabilized total knee arthroplasty, with subsequent conversion to hinge knee arthroplasty.