Teaching high-risk clinical competencies: Simulations to protect students and models

David A. Middlemas, Marsha L. Grant Ford

Research output: Contribution to journalShort surveypeer-review

4 Scopus citations


It might not be possible to provide all athletic training students with actual injuries during their clinicaleducation on which they can demonstrate a particular skill. If not, the athletic training educator should provide clinical simulations that minimize the risk of exposure to blood-borne pathogens for the student and the model. Structured training and practice have been shown to help reduce or prevent the occurrence of needlestick injury and other exposure to blood-borne pathogens.3,8 We present these simulations to help health-care educators and clinical instructors use readily available materials to provide clinical simulations that are safe for everyone involved. Having a variety of safe alternatives to simulate high-risk clinical skills and competencies helps educators assess learning over time in their students.

Original languageEnglish
Pages (from-to)23-25
Number of pages3
JournalAthletic Therapy Today
Issue number1
StatePublished - Jan 2005


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