Although the EBP Web-based modules were successful at enhancing knowledge among ATs, translation of knowledge into the classroom and clinical practice remains limited. Researchers should aim to identify effective strategies to help ATs implement EBP concepts into didactic education and clinical practice.

The purpose of this study was to evaluate the effect of different metacognitive interventions on knowledge and regulation of cognition, as well as academic performance (i.e., exam and final grades) in three sections of an undergraduate human anatomy and physiology course. All targeted classes were randomly assigned to one of three groups (reflection practice, passive acquisition of knowledge, and collaborative learning), and the interventions were implemented after exam 1. A pre- and posttest survey was administered during the semester (during week 2 and after exam 2), and exam and final course grades were collected at the end of the semester. The final sample included 129 students. A significant interaction of group and time was observed for knowledge of cognition: it increased in the reflection practice group, did not change in the collaborative learning group, and it decreased in the passive acquisition of knowledge. The interventions did not produce any significant interactions or main effects on regulation of cognition, exam scores, or final grades. Along with more research on metacognition in physiology education contexts, it is recommended to further examine the ways in which such data can be collected, as self-report measures only tell part of the story.

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Background: Patellofemoral pain (PFP) is a common overuse injury that has been suggested to cause abnormal gait kinematics and variability in runners with PFP. Conflicting results have been presented as to the variability of joint kinematics and joint coordination. Objective: The purpose of this study was to examine the variability of lower extremity kinematics and joint coordination in the presence of PFP and exertion. Methods: Six female runners with PFP and matched controls (CON) ran at a self-selected pace on an instrumented treadmill until exertion or pain criteria was met. Sixteen anatomical retroreflective markers and seven tracking clusters were placed on the participants’ lower extremities. Data collected for 20 steps from the beginning, middle, and end of the run were processed. Kinematic variability was assessed for each participant by calculating the standard deviation (SD) of peak knee flexion, internal rotation, and adduction angle and their velocities. Continuous relative phase (CRP) mean values were calculated from normalized phase plots for coordination relationships between knee horizontal plane motion and hip sagittal, frontal, and horizontal and ankle frontal plane motion. Coordination variability was calculated as the CRP coupling SD over 100% of stance for each time point for each participant. Statistical comparisons were assessed through a 2 (PFP vs. CON) x 3 (beginning, middle, end) repeated measures ANOVA. Results: There was an increase in variability for peak knee adduction angle, peak knee adduction velocity, hip flexion/knee rotation CRP, and knee rotation/rearfoot eversion CRP over time for the PFP group compared with CON (P<0.05). Conclusion: Pain and exertion increase the variability of joint kinematics and joint coordination reflecting decreased movement control towards the end of a run.

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