Evidence-based practice requires clinicians to be knowledgeable of the current standards of care and be willing to consider the effectiveness of new methods. Athletic Trainers especially must understand how epidemiology shapes healthcare practices for physically active patients. To meet this need, Epidemiology for Athletic Trainers: Integrating Evidence-Based Practice is a succinct and comprehensive reference meant to develop and refine student and clinician evidence-based practice skills. This text addresses the prevalence, risk factors, and surveillance of sports-related injury and illness at youth, college, and professional levels. Inside Epidemiology for Athletic Trainers: Integrating Evidence-Based Practice, Drs. Wanda Swiger and Melanie M. Adams guide the reader through the steps of evidence-based practice by presenting basic research and statistical methods needed to read medical literature. Key sport epidemiology studies are reviewed for both historical and clinical significance. This foundation is built on with a deeper discussion of injury and illness prevention and future research. Chapters cover a wide range of topics including the health benefits of physical activity, concussion return to play guidelines, ACL prevention, and mental health concerns. This text provides an exceptional approach to integrating evidence-based practice skills with clinical practice. Features:

• Meets the Commission on Accreditation of Athletic Training Education (CAATE) outcomes
• Includes classroom activities to make the text interactive and expand the student's or clinician's research skills
• Fosters the use of prevention practices and health promotion within athletic training

Instructors in educational settings can visit www.efacultylounge.com for additional materials to be used for teaching in the classroom. Epidemiology for Athletic Trainers: Integrating Evidence-Based Practice is a must-have for any athletic training student or clinician looking to improve his or her decision-making skills within an evidence-based context.