Overall, most tests for rotator cuff pathology were inaccurate and cannot be recommended for clinical use. At best, suspicion of a rotator cuff tear may be heightened by a positive palpation, combined Hawkins/painful arc/infraspinatus test, Napoleon test, lift-off test, belly-press test, or drop-arm test, and it may be reduced by a negative palpation, empty can test or Hawkins-Kennedy test.

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Background: Clinical diagnosis of rotator cuff pathology is inaccurate. The difficulty of differentiation of supraspinatus and infraspinatus may contribute to diagnostic inaccuracy. Objective: To identify the characteristics of infraspinatus function that might isolate electromyographic activity of this muscle from that of supraspinatus, forming the basis for a clinical test for infraspinatus pathology. Methods: Key databases were searched using the single term 'infraspinatus'. Inclusion criteria involved infraspinatus muscle activation. Two reviewers independently applied inclusion/exclusion criteria to title and abstracts. Quality of included studies was assessed. Actions involving markedly high infraspinatus electromyographic (EMG) activity and a high ratio of infraspinatus to supraspinatus activity were identified. Results: Fifty-three articles were included from an initial yield of 1175. For many movements supraspinatus was co-active with infraspinatus. Most isolated EMG activity was seen during resisted shoulder external rotation in a variety of positions and in flexion with a longitudinal humeral force.Conclusions: It appears difficult to isolate infraspinatus from supraspinatus in the clinical setting. However, infraspinatus may be relatively isolated from supraspinatus by resisting an external rotation force, potentially in the position of shoulder flexion with a longitudinal humeral force applied.

Introduction: Simulation is commonly used in health professional education. Mask-EdTM is a novel form of teacher-in-role methodology involving the educator wearing a purpose-made silicone mask to become the simulated patient. The simulation unfolds spontaneously and in response to the students’ or cohorts’ knowledge, skills or learning objectives. The evidence to support adoption appears limited. This is significant given the resources required to establish a Mask-EdTMcharacter and the changes to courses educators will likely make to embed this simulation. This scoping review aims to explore the current literature and evidence base relating to Mask-EdTM.Methods: A scoping review was completed in September 2020 following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews (PRISMA-ScR) checklist. Five databases and Google Scholar were searched for English, peer-reviewed publications containing variants of “Mask-Ed”. Screening and data charting were completed independently by both authors and then reviewed collaboratively. A descriptive analysis was conducted reporting findings based on study design. A thematic synthesis was completed for studies containing qualitative data.Results: Eighteen studies published between 2011 and 2020 by Australian universities and health institutions were included. Twelve studies reported on 10 unique datasets drawing on survey, focus group and mixed method designs. Two studies reported case studies without data, one study was on training and a final three provided research summaries or pedagogical discussion of Mask-EdTM. Conclusion: There is emerging evidence, self-reported by preclinical nursing students, that Mask-EdTM supports improved engagement and confidence in formative learning activities. There is limited evidence, however, to support use in other health or medical disciplines or in individual or summative assessment.