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Context: It is the responsibility of athletic training educators, through curriculum and clinical experiences, to engage students towards adopting evidence-based practice (EBP) into their practice. The initial task of implementing EBP into a curriculum or course can seem like a large task for educators and students. As a way to start scaffolding EBP concepts across the curriculum, a modified critical appraisal assignment was developed to teach therapeutic modality concepts. Objective: The purpose of this action research project was to demonstrate how a modified critical appraisal assignment can be used to introduce the process and aspects of critical appraisal and begin scaffolding the development of critical appraisal skills over time. The objectives of this study were to evaluate the students' ability to (1) successfully locate relevant research needed to answer clinical questions and (2) successfully appraise the literature according to basic EBP strategy. From a program perspective, the modified critical appraisal assignment was a starting point from which to include EBP principles into didactic coursework. Design: Seventeen athletic training students completed 3 modified critical appraisal assignments pertaining to the use of therapeutic modalities. Each paper included 5 sections: (1) clinical question, (2) key clinical findings, (3) clinical applicability based on information from the appraisal and significance of results, (4) article comparison table, and (5) implications for clinical practice, patient education, and future research. The instructor evaluated the assignments blind. Conclusions: Students were generally able to complete the critical appraisal assignment; however, students had difficulty locating research that answered the clinical question. Students struggled to relate the key clinical findings of the research articles and implications for clinical practice to the given clinical question. Findings from this study have informed faculty teaching, including introducing EBP skills earlier in the curriculum and inserting assignments that stress various aspects of the critical appraisal process.

Objectives: To determine changes in neuromuscular performance throughout the menstrual cycle in females aged 18-25., Methods: Fifty physically active college females (25 on oral contraceptives (OC)) were recruited to participate. Data collection visits coincided with early-follicular (Fp), ovulatory (Op), and the mid-luteal (Lp) phases. Isokinetic peak torque at the knee (IPT) was measured at 60°/sec, 180°/sec, and 300°/sec. Grip force was measured using a handheld dynamometer. Plasma estradiol and progesterone confirmed menstrual cycle and serum relaxin was screened as a potential covariate., Results: Grip strength was lower during Fp (30.1±0.7kg) than during Op (31.5±0.7 kg, p=0.003) and Lp (32.6±0.7 kg, p<0.001). IPT at 60°/sec was lower during Fp (83±14 nM) than during the Op (86±15 nM, p=0.02). IPTs at 180°/sec and 300°/sec were lower during Fp than Op and Lp (180°:54±10 vs. 58±10 and 61±11 nM [both, p<0.001]; 300°: 43±9 vs. 46±9 and 47±9 nM [both<0.001]. The OC group-by-phase interaction was not significant for any of the outcomes., Conclusions: Results indicate that muscular performance is diminished during Fp and the lack of group-by-phase interaction indicates that this effect is not hormone-related. These data indicate that females may be at a greater risk of injury due to decreased strength during Fp than other phases of their cycle., Competing Interests: The authors have no conflict of interest.