Technical Challenges in Lung Transplantation of Kartagener Syndrome Recipients: A Unique Team Experience With 12 Patients

2020 ◽  
Vol 52 (5) ◽  
pp. 1384-1387
Author(s):  
Caio César Bianchi de Castro ◽  
Flávio Pola dos Reis ◽  
Guilherme Vieira Soares de Carvalho ◽  
Lucas Matos Fernandes ◽  
Luis Gustavo Abdalla ◽  
...  
Keyword(s):  
Lung Transplantation ◽  
Kartagener Syndrome ◽  
Team Experience ◽  
Technical Challenges

scholarly journals Bilateral sequential lung transplantation in Kartagener syndrome

2020 ◽  
Vol 3 ◽  
pp. 406-408
Author(s):  
Kwok Fai Lucius Lee ◽  
Kuan Yew Michael Hsin ◽  
Ko Yung Alva Sit ◽  
Ka Lai Cally Ho ◽  
Wing Kuk Timmy Au
Keyword(s):  
Lung Transplantation ◽  
Kartagener Syndrome

scholarly journals Double lung transplantation for end-stage Kartagener syndrome: a case report and literature review

2020 ◽  
Vol 12 (4) ◽  
pp. 1588-1594 ◽  
Author(s):  
Bo Wang ◽  
Xinghua Zhang ◽  
Wenyang Jiang ◽  
Jie Huang ◽  
Jingyu Chen ◽  
...  
Keyword(s):  
Case Report ◽  
Literature Review ◽  
Lung Transplantation ◽  
Kartagener Syndrome ◽  
End Stage

scholarly journals P-289THE CHALLENGES OF LUNG TRANSPLANTATION IN A PATIENT WITH KARTAGENER SYNDROME AND SCOLIOSIS

2015 ◽  
Vol 21 (suppl_1) ◽  
pp. S78-S78
Author(s):  
Alkin Yazicioglu ◽  
I.O. Alici ◽  
S. Turan ◽  
H. Yazicioglu ◽  
F. Demirag ◽  
...  
Keyword(s):  
Lung Transplantation ◽  
Kartagener Syndrome

scholarly journals Technical challenges of lung transplantation in children after arterial switch operation

2018 ◽  
Vol 28 (3) ◽  
pp. 493-495 ◽  
Author(s):  
Thomas Martens ◽  
Martin Kostolny ◽  
Helen Spencer ◽  
Nagarajan Muthialu
Keyword(s):  
Lung Transplantation ◽  
Arterial Switch Operation ◽  
Arterial Switch ◽  
Switch Operation ◽  
Technical Challenges

Redesigning Introduction to Communication Disorders

2010 ◽  
Vol 13 (2) ◽  
pp. 40-48 ◽  
Author(s):  
John Wm. Folkins
Keyword(s):  
Student Learning ◽  
Student Evaluation ◽  
Good Practice ◽  
Communication Disorders ◽  
Team Experience ◽  
Team Activity ◽  
Class Period ◽  
Written Assignments ◽  
Principles Of Good Practice ◽  
Overall Effectiveness

A class of 58 students in Introduction to Communication Disorders was divided into eight teams of approximately seven students each. The teams sat together all semester and participated in at least one team activity (team discussions, in-class written assignments, and team quizzes) in every class period. Teams also were used for taking roll and reviewing for examinations. There was no decline in student evaluation of the overall effectiveness of the course or in examination scores when compared to when this course was taught with half the number of students and no teams. Students evaluated the team experience highly and appeared to enjoy competition among teams. Using teams was successful in creating experiences that foster student learning as embodied in Chickering and Gameson’s principles of good practice.

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