This study aimed to determine the effect of plyometric training (PT) when added to habitual gymnastic training (HT) on handspring vault (HV) performance variables. Twenty youth female competitive gymnasts (Age: 12.5 ± 1.67 y) volunteered to participate and were randomly assigned to two independent groups. The experimental plyometric training group (PTG) undertook a six-week plyometric program, involving two additional 45 min PT sessions a week, alongside their HT, while the control group (CG) performed regular HT only. Videography was used (120 Hz) in the sagittal plane to record both groups performing three HVs for both the baseline and post-intervention trials. Furthermore, participants completed a countermovement jump test (CMJ) to assess the effect of PT on functional power. Through the use of Quintic biomechanics software, significant improvements (P < 0.05) were found for the PTG for run-up velocity, take-off velocity, hurdle to board distance, board contact time, table contact time and post-flight time and CMJ height. However, there were no significant improvements on pre-flight time, shoulder angle or hip angle on the vault for the PTG. The CG demonstrated no improvement for all HV measures. A sport-specific PT intervention improved handspring vault performance measures and functional power when added to the habitual training of youth female gymnasts. The additional two hours plyometric training seemingly improved the power generating capacity of movement-specific musculature, which consequently improved aspects of vaulting performance. Future research is required to examine the whether the improvements are as a consequence of the additional volume of sprinting and jumping activities, as a result of the specific PT method or a combination of these factors.

Areas of difficulty faced by our veterinary medicine students, with respect to their learning in dissection classes, were identified. These challenges were both general adult-learning related and specific to the discipline of anatomy. Our aim was to design, implement, and evaluate a modified reciprocal peer-assisted/team-based learning format--Doing Dissections Differently (DDD)--to complement existing dissection classes, with the intention of enhancing both student learning and the student learning experience. Second year veterinary medicine students (n = 193), in their usual dissection groups, were randomly assigned to one of four roles: anatomist, clinician, radiologist, and learning resources manager. Students attended a preparatory workshop outlining the skills required for effective execution of their role. They were then asked to perform their roles throughout five consecutive musculoskeletal dissection classes. Student attitudes to dissection classes before and after DDD were evaluated by questionnaire (146 respondents). There was a significant (P = 0.0001) improvement after DDD in a number of areas: increased perceived value of dissection classes as an anatomy learning aid; improved appreciation of the clinical relevance of anatomy; increased use of resources before and during dissection classes; and longer preparation time for dissection classes. Before DDD, 45% of students felt that at least one peer did not contribute usefully to the group during dissection classes; no improvement was seen in this measure after DDD. Although the new format highlighted a potential need to improve teamwork, most students actively engaged with DDD, with dissection classes valued more highly and utilized more effectively.

Musculoskeletal disease is burdensome, costly and reported to be the 4th biggest reason for years lived with disability. Lower back and neck pain were the leading causes of disability in England from 1990 to 2016. Clinical Assessment and Treatment Services (CATs) have been established to provide expert assessment and management for this group of patients, with the aim of providing the majority of care within primary care, reducing referrals going through to secondary care. Such services require professionals with the appropriate skills and autonomy to fulfil this aim. This paper describes the development, implementation and evaluation of a bespoke Musculoskeletal Trainee programme within a large Clinical Assessment and Treatment Service. A 12‐month training schedule was designed to assist the transition of a Physiotherapist (Band 7) to Advanced Practitioner level (Band 8a). Trainees worked through a series of competencies, captured their experiences and collected evidence of achievement during the 12‐month period. Their experiences were explored using content analysis and common themes were identified. Three Physiotherapists were employed on the basis of undertaking this programme and successfully completed the programme. They highlighted the benefits of the programme being its bespoke nature and its flexibility to reflect their learning needs. Mentorship was a key component as they all identified that progressing to an autonomous role can be challenging. Learning new skills and working differently at a pace that suited them were seen as positives aspects. This programme describes the competencies and experiences of three individuals progressing to Advanced Practice Physiotherapists. This paper may assist those who manage and commission such services.

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