Health educators aim to graduate students who are safe, effective and practice evidence-based medicine (EBM). Clinical Practice Guidelines (CPGs) are tools for translating evidence into clinical practice for health professionals and educators who lack time to appraise the evidence. There have been CPGs published for lateral ankle ligament sprains (LALS) for physiotherapists, nurses, and doctors. Clinical decision rules have also been developed for LALS to increase the safety of practice. The Ottawa Ankle Rules (OAR) were developed to screen for the need for an x-ray following an ankle or foot injury. Educators from the Australasian College of Sports and Exercise Physicians (ACSEP), St John Ambulance first aiders, pharmacy, nursing, and physiotherapy disciplines were participants in this study. Using purposeful sampling with semi-structured questions and a LALS case study, 19 Australian educators were interviewed. Curricula and textbooks were also collected and analysed. Two researchers independently analysed the data using a deductive method. Analysis found that no educator used a CPG to inform their teaching. There was no common LALS curriculum for the five groups studied. There were two approaches: a triage curriculum (St John Ambulance, pharmacy, nursing) and a reflective curriculum (ASCEP and physiotherapy). Textbooks influenced curriculum for physiotherapy, pharmacy and first aid educators. The triage curricula recommend rest, ice, compression and elevation (RICE) alone, while the reflective curricula uses OAR, RICE, immobilisation if the LALS is severe, functional support (brace), exercises and manual therapy. In addition, ACSEP and physiotherapy do not recommend electrotherapy. All five groups were cautious about the use of non-steroidal anti-inflammatory drugs (NSAIDs). Physiotherapy and ACSEP educators teach OAR. Despite not using the CPGs to inform curriculum, physiotherapy and ACSEP have unintentionally aligned their curriculum with current LALS CPG recommendations. However, nursing, pharmacy and first aid trainers are not teaching OAR or aligned with LALS CPGs. Educators in pharmacy, nursing and first aid should re-examine their curricula and consider possibly teaching OAR and using CPG. Clinical practice guideline developers should consider pharmacists and first aiders as users of their LALS CPGs.

中文翻译：

---

对健康专业课程和踝关节外侧韧带扭伤管理的定性研究表明不一致

健康教育工作者的目标是培养安全、有效并实践循证医学 (EBM) 的研究生。临床实践指南 (CPG) 是将证据转化为临床实践的工具，适合那些没有时间评估证据的卫生专业人员和教育工作者。已经为物理治疗师、护士和医生发布了针对踝关节外侧韧带扭伤 (LALS) 的 CPG。还为 LALS 制定了临床决策规则，以提高实践的安全性。渥太华脚踝规则 (OAR) 旨在筛查脚踝或足部受伤后是否需要进行 X 光检查。来自澳大利亚体育和运动医师学院 (ACSEP)、圣约翰救护车急救人员、药学、护理和物理治疗学科的教育工作者是这项研究的参与者。使用半结构化问题和 LALS 案例研究的有目的抽样，对 19 名澳大利亚教育工作者进行了采访。课程和教科书也被收集和分析。两名研究人员使用演绎方法独立分析了数据。分析发现，没有任何教育者使用 CPG 来指导他们的教学。研究的五个小组没有共同的 LALS 课程。有两种方法：分诊课程（圣约翰救护车、药剂学、护理）和反思课程（ASCEP 和物理治疗）。教科书影响了物理治疗、药学和急救教育工作者的课程。分诊课程建议单独休息、冰敷、加压和抬高 (RICE)，而反思课程则使用 OAR、RICE、固定（如果 LALS 严重）、功能支持（支具）、练习和手法治疗。另外，ACSEP和物理治疗不推荐电疗。所有五组都对非甾体抗炎药（NSAID）的使用持谨慎态度。物理治疗和 ACSEP 教育工作者教授 OAR。尽管没有使用 CPG 来指导课程，但物理治疗和 ACSEP 无意中将其课程与当前的 LALS CPG 建议保持一致。然而，护理、药学和急救培训师并不教授 OAR 或与 LALS CPG 保持一致。药学、护理和急救领域的教育工作者应重新审查他们的课程，并考虑教授 OAR 和使用 CPG。临床实践指南制定者应将药剂师和急救人员视为 LALS CPG 的用户。