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Context Athletic training educators incorporate various educational strategies to teach and assess a student's clinical skill competency. These strategies vary and include simulations and standardized patients (SPs). There is currently a lack of information about the ways in which simulations and SPs are used in athletic training education and the perceptions that faculty of athletic training programs have about their use within their curricula. Objective The purpose of this study was to explore how athletic training educators are using simulations, including SPs, and their associated perceptions regarding the use of these strategies. Design Qualitative focus groups. Setting Semicircular table facing research team in a conference room at a regional educators' conference. Patients or Other Participants Twenty-one athletic training educators (6 males and 15 females, 39.4 ± 7.96 years) who currently used simulations in the education of their students participated. Main Outcome Measure(s) Semistructured focus group interviews, lasting 45 to 60 minutes, were used with a general inductive approach to analyze the data. Trustworthiness of the data was established via member checking, peer debriefing, and multiple-analyst triangulation. Results Four themes emerged from the interviews: (1) SPs, (2) simulations, (3) valued educational experiences, and (4) barriers. From these overarching themes, subthemes were also identified for each. This article will focus on the first 3 themes. Simulation includes the subthemes of group encounters, individual encounters, and feedback. Valued educational experiences include the subthemes of acute care and nonorthopaedic, orthopaedic evaluation, and communication. Six of the 21 participants were using SPs in the education of their students, while all participants were using some form of simulations. Conclusions Both simulations and SP encounters were identified as valuable educational experiences. Simulations and SP encounters were most often used in instruction or assessment of acute care or nonorthopaedic cases, orthopaedic cases, or to provide opportunities to enhance communication skills of student learners.

Clinical Scenario: Increasing hamstring flexibility through clinical stretching interventions may be an effective means to prevent hamstring injuries. However the most effective method to increase hamstring flexibility has yet to be determined. Clinical Question: For a healthy individual, are proprioceptive neuromuscular facilitation (PNF) stretching programs more effective in immediately improving hamstring flexibility when compared with static stretching programs? Summary of Key Findings: A thorough literature search returned 195 possible studies; 5 studies met the inclusion criteria and were included. Current evidence supports the use of PNF stretching or static stretching programs for increasing hamstring flexibility. However, neither program demonstrated superior effectiveness when examining immediate increases in hamstring flexibility. Clinical Bottom Line: There were consistent findings from multiple low-quality studies that indicate there is no difference in the immediate improvements in hamstring flexibility when comparing PNF stretching programs to static stretching programs in physically active adults. Strength of Recommendation: Grade B evidence exists that PNF and static stretching programs equally increase hamstring flexibility immediately following the stretching program. Keywords: direct, PNF, range of motion Clinical ScenarioInjuries to the posterior thigh are common in athletics. Hamstring injuries result in significant time lost from participation and impair health-related quality of life. 1 Previous research has determined that hamstring injuries are related to poor hamstring flexibility. 2,3 Therefore, increasing hamstring flexibility through clinical stretching interventions may be an effective means to prevent hamstring injuries. It is evident that hamstring stretching, whether using a proprioceptive neuromuscular facilitation (PNF) or static method, can increase hamstring flexibility. However, it is unclear if greater hamstring flexibility can be achieved through PNF or static stretching techniques. Therefore, the purpose of this critically appraised topic was to determine if PNF stretching programs are more effective than static stretching programs in immediately increasing hamstring flexibility in healthy adults. Focused Clinical QuestionFor a healthy individual, are PNF stretching programs more effective in immediately improving hamstring flexibility when compared with static stretching programs? Summary of Search, Best EvidenceAppraised, and Key Findings• Multiple databases were searched for randomized controlled trials of level 2 evidence or higher that compared PNF stretching programs to a static stretching program on the immediate effects on hamstring flexibility. • The literature search produced 329 articles after removal of duplicates; 195 articles were assessed.• Based on the design of the included studies, the PEDro scale was used to critically appraise the methodological quality of each study. 4 Two independent reviewers appraised each study and a consensus score was reached t...

Context Though commonplace in medical education, standardized patients (SPs) have only recently been introduced into athletic training curricula. Limited research exists on students' perceptions of SPs as an evaluative and learning tool. Objective To determine how students interact with SPs within their curricula and to explore students' perceptions of SP experiences. Design Consensual qualitative research. Setting Individual phone interviews. Patients or Other Participants Nine athletic training students (5 professional baccalaureate, 4 professional postbaccalaureate; 8 females, 1 male; age = 23.89 ± 3.33 years) enrolled in the final semester of their program. Main Outcome Measure(s) Semistructured interviews were recorded, transcribed verbatim, and coded into themes and categories. To ensure trustworthiness, we used member checks and multiple analyst triangulation. Results Two themes emerged regarding the perceptions of the SP experiences: (1) encounter characteristics and (2) perceived value. Participants described typical SP encounter characteristics, including the environment where they occurred and the format and content of the encounter. Standardized patients were used to provide exposure to orthopaedic evaluation, general medical conditions, and emergency situations. Students felt SPs were valuable for improving both clinical and soft skills. Most participants felt the encounters were authentic and that they were able to transfer skills learned into their clinical practice. Students expressed desire for more SP encounters throughout their curriculum to increase preparedness for clinical practice. Challenges associated with SP experiences included difficulty interacting with peers in group encounters and limitations in the accuracy of the portrayals. Overall, participants perceived SP encounters to be positive and worthwhile experiences. Conclusions Programs should ensure that SP experiences are authentic, applicable, and emphasize the development of soft skills, such as communication. Based on the demonstrated benefits of SP encounters for students, athletic training faculty should consider exploring ways to incorporate SPs into their curricula.

with the device secured to them, eliminating the portability constraint of traditional US units.Depending on the parameters chosen (refer to Table 2), the unit may provide treatment for up to 5 to 6 consecutive hours without needing to charge the unit battery. 3 Early studies suggest that this portable unit can deliver lower-intensity acoustic energy over a prolonged period of time (hours), as well as medium-intensity treatments over a shorter period of time (minutes), achieving the same temperature increase and pain relief that comes from traditional US units, in a more versatile and patient-friendly manner.