Comparing of the reduction accuracy of marker-3D measurement method and traditional radiograph measurement method in the treatment of patients with tibia fracture treated with Taylor Spatial Frame: a retrospective study

2020 ◽  
Author(s):  
QiXin Liu ◽  
Hong Li ◽  
SiDa Liu ◽  
XueFei Fu ◽  
YanShi Liu ◽  
...  
Keyword(s):  
Measurement Method ◽  
Tibia Fracture ◽  
Taylor Spatial Frame ◽  
Lateral Radiograph ◽  
Control Group ◽  
X Rays ◽  
3D Measurement ◽  
Spatial Frame ◽  
Group Control Group ◽  
Experimental Group

Abstract Background The Taylor Spatial Frame (TSF) has been widely used on tibia fractures. However, traditional radiograph measurement method is complicated and the reduction accuracy is not high enough for correcting residual deformities. We proposed the marker-3D measurement method to solve these problems. This study aimed to compare the reduction accuracy of the traditional radiograph measurement method and the marker-3D measurement method in tibia fracture treated with TSF. Methods From January 2016 to June 2019, A retrospective analysis was performed based on the patients with tibia fracture treated with TSF in Tianjin Hospital. Forty-one patients were qualified for this study, including 21 patients in the marker-3D measurement group (experimental group) and 20 patients in the traditional radiograph measurement group (control group). In the experimental group, CT scan was performed for 3D reconstruction with 6 markers installed on the TSF, to determine the adjusting plan; in the control group, the Anteroposterior (AP) and Lateral radiographs were performed for the deformity parameters. All fractures were corrected after TSF adjusting, and then X-rays were taken to measure the residual deformities. Results All patients reached functional reduction. The residual displacement deformity (RDD) in AP radiograph was 0.5 (0, 1.72) mm in experimental group and 1.74 (0.43, 3.67) mm in control group; the residual angle deformity (RAD) in AP radiograph was 0 (0, 1.25) ° in experimental group and 1.25 (0.62, 1.95) °in control group. As to the Lateral radiograph, the RDD was 0 (0, 1.22) mm in experimental group and 2.02 (0, 3.74) mm in control group; the RAD was 0 (0, 0) ° in experimental group and 1.42 (0, 1.93) ° in control group. Significant differences in all above comparisons were found between the groups (AP radiograph RDD: P = 0.024, RAD: P = 0.020; Lateral radiograph RDD: P = 0.016, RAD: P = 0.004). Conclusion Both groups achieved satisfactory fracture reduction. However, the residual deformities in the experimental group were significantly smaller. This study proved that the marker-3D measurement method could further improve the accuracy of the reduction.

scholarly journals Marker-3D Measurement Versus Traditional Radiograph Measurement in the Treatment of Tibiofibular Fracture Using Taylor Spatial Frame

2021 ◽  
Author(s):  
Qixin Liu ◽  
Yanshi Liu ◽  
Hong Li ◽  
Xuefei Fu ◽  
Xingpeng Zhang ◽  
...  
Keyword(s):  
Measurement Method ◽  
Taylor Spatial Frame ◽  
Lateral Radiograph ◽  
Control Group ◽  
X Rays ◽  
3D Measurement ◽  
Spatial Frame ◽  
Functional Reduction ◽  
Group Control Group ◽  
Experimental Group

Abstract Background: The Taylor Spatial Frame (TSF) has been widely used for tibiofibular fractures. However, traditional radiograph measurement method is complicated and the reduction accuracy is not high enough for correcting residual deformities. We proposed the marker-3D measurement method to solve these problems. This study aimed to compare the reduction accuracy of the traditional radiograph measurement method and the marker-3D measurement method in tibiofibular fracture treated with TSF.Methods: From January 2016 to June 2019, A retrospective analysis was performed based on the patients with tibiofibular fracture treated with TSF in our department. 41 patients were qualified for this study, including 21 patients in the marker-3D measurement group (experimental group) and 20 patients in the traditional radiograph measurement group (control group). In the experimental group, CT scan was performed for 3D reconstruction with 6 markers installed on the TSF, to determine the adjusting plan. In the control group, the anteroposterior (AP) and lateral radiographs were performed for the deformity parameters. X-rays were taken to measure the residual deformities after correction.Results: All patients reached functional reduction. The residual displacement deformity (RDD) in AP radiograph was 0.5 (0, 1.72) mm in experimental group and 1.74 (0.43, 3.67) mm in control group. The residual angle deformity (RAD) in AP radiograph was 0 (0, 1.25) ° in experimental group and 1.25 (0.62, 1.95) °in control group. As to the Lateral radiograph, the RDD was 0 (0, 1.22) mm in experimental group and 2.02 (0, 3.74) mm in control group. The RAD was 0 (0, 0) ° in experimental group and 1.42 (0, 1.93) ° in control group. Significant differences in all above comparisons were found between the groups (AP radiograph RDD: P = 0.024, RAD: P = 0.020; Lateral radiograph RDD: P = 0.016, RAD: P = 0.004). Conclusions: Both groups achieved satisfactory fracture reduction. However, the residual deformities in the experimental group were significantly smaller. This study proved that the marker-3D measurement method could further improve the reduction accuracy.

Effective Role of Emotions in Teaching

2016 ◽  
Vol 4 (1) ◽  
Author(s):  
Sujit Dhanraj Kumavat
Keyword(s):  
Teaching Methods ◽  
Teaching Method ◽  
Negative Emotion ◽  
Junior College ◽  
Control Group ◽  
Neutral Group ◽  
Group I ◽  
Group Control Group ◽  
Experimental Group

The objective of the present study was to find out the role of emotion in effective teaching of junior college students. The sample for the present research selected from the grantable junior college in Ahmednagar. For the research 11th class 90 students of Commerce faculty was selected. Among them 30 student selected for the positive emotion teaching group (Experimental group I). 30 students selected for the negative emotion (Experimental group II). And 30 students were selected for the neutral group (Control group III). The age range of the students were 17 to 18 years (M=35.00 SD=7.38). In the research Simple random method was used. The first hypothesis of the research was positive emotional teaching method high in English retention than negative and neutral teaching methods. Tolls 11th class English syllabus selected for the study. Result first result was showed that positive emotional teaching had significantly high English retention than the negative and neutral emotional teaching methods.

scholarly journals Cytogenetic biomonitoring of Brazilian dentists occupationally exposed to low doses of X-radiation

2002 ◽  
Vol 16 (3) ◽  
pp. 196-201 ◽  
Author(s):  
Cintia Kaori Miyaji ◽  
Ilce Mara de Syllos Cólus
Keyword(s):  
Statistical Tests ◽  
Negative Control Group ◽  
Negative Control ◽  
Control Group ◽  
Low Doses ◽  
Confounding Factors ◽  
X Rays ◽  
Occupationally Exposed ◽  
Experimental Group ◽  
Personal Questionnaire

Exposure to X-rays (ionizing radiation) may cause chromosomal aberrations (CA) in somatic or germinative cells in exposed individuals, and may lead to manifestations of diseases such as cancer. This study was carried out to assess the CA frequency in lymphocytes obtained by means of temporary culture of peripheral blood from dentists in Londrina, Paraná, Brazil, who have worked for more than ten years with X-rays. The results obtained from the experimental group were compared with a matched negative control group, which had never been exposed to X-rays. All individuals, dentists and controls, answered a personal questionnaire, from which a profile of each group was obtained. Slides, prepared after the cultures, were stained with Giemsa, and 100 to 200 metaphase cells were analyzed per individual. CA frequencies and types were registered and statistical tests were not necessary to evaluate the obtained data. The analysis of mitotic index (MI) did not indicate significant differences (p < 0.05) between the group of individuals exposed to X-rays and the control group. The analyzed confounding factors did not influence the results of MI and CA frequencies.

scholarly journals Step-by-step teaching method: improving learning outcomes of undergraduate dental students in layering techniques for direct composite resin restorations

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Jia-xue Yuan ◽  
Ke-yu Yang ◽  
Jing Ma ◽  
Zhen-zhen Wang ◽  
Qing-yu Guo ◽  
...  
Keyword(s):  
Composite Resin ◽  
Teaching Method ◽  
Dental Students ◽  
Control Group ◽  
Final Score ◽  
Composite Resin Restorations ◽  
Group Control Group ◽  
Experimental Group ◽  
Resin Restorations

Abstract Background Layering techniques for direct composite resin restorations might be complicated for inexperienced learners, as a number of materials and instruments are required at each step. The present study aimed to compare and assess the teaching effect of step-by-step and all-in-one teaching methods in layering techniques for direct composite resin restorations among undergraduate dental students. Methods A total of 68 junior dental students participated in this study, which was a prospective and single-blind trial. The students were randomly divided into a step-by-step group (experimental group, n = 34) and all-in-one group (control group, n = 34). The same teacher taught the two groups, ensuring a comparable teaching effect. The final score of each student was an average of scores by two experts who were blinded to the grouping. The scoring system was consisted by five parts. Each part was assigned scores of 3.0, 1.5, or 0. The total maximum score was 15 and minimum was 0. The total time taken by each group was also calculated. Results The values of the quality of tooth restorations evaluated by experts for step-by-step and all-in-one groups were 11.29 ± 2.13 from 15 and 9.00 ± 2.71 from 15 (t = 3.88, P < 0.001), respectively. In addition, the time spent by the experimental group was significantly lesser than that spent by the control group, which was 122.47 ± 2.82 and 137.18 ± 6.75 min, respectively (t = 11.72, p < 0.001). Conclusion With regard to the layering techniques for direct composite resin restorations, the outcomes were better in the step-by-step group than in the all-in-one group.

scholarly journals SEATING ARRANGEMENT IN IMPROVING STUDENTS’ SPEAKING SKILL AT IQRA BURU UNIVERSITY

Al-Lisan ◽  
2018 ◽  
Vol 3 (1) ◽  
pp. 79-92 ◽  
Author(s):  
Riki Bugis
Keyword(s):  
Classroom Management ◽  
Control Group ◽  
Seating Arrangement ◽  
Quasi Experimental ◽  
Speaking Skill ◽  
English Speaking ◽  
The Mean ◽  
Group Control Group ◽  
Experimental Group ◽  
Program Version

Speaking is one of the problems which is faced by anyone who learn English. In this research, the implementation of classroom management in this case seating arrangement aimed to find out to what extent seating arrangement improve students’ speaking skills at the second semester students of English Department of Letters Faculty at Iqra Buru University. The participants of this research were the English speaking lecturer and 30 students of Iqra Buru University. This research employed quasi experimental design, which consist of two groups namely control group and experimental group. Control group were treated by implementing orderly rows seating arrangement while for experimental were treated by implementing circle seating arrangement. The data were collected by using two kinds of research instruments namely test and recorder. The data were analyzed by statistical analysis SPSS program, version 20.0.The result shows that the implementation of seating arrangement can improve students’ speaking skill in term of accuracy, fluency and comprehensibility. It is supported by the mean score of the students’ posttests (74.48) was higher than pretests (56.07). on the other hand, there is also significant correlation among accuracy, fluency and comprehensibility.

scholarly journals Efektivitas Strategi Kooperatif Jigsaw pada Pembelajaran Komputer Jepang

Humaniora ◽  
2014 ◽  
Vol 5 (1) ◽  
pp. 139
Author(s):  
Rosita Ningrum
Keyword(s):  
Data Analysis ◽  
Learning Strategy ◽  
Experimental Treatment ◽  
Instructional Materials ◽  
Control Group ◽  
Cooperative Strategy ◽  
Heavy Load ◽  
Computer Learning ◽  
Group Control Group ◽  
Experimental Group

This study began with the researcher’s interest to transform learning strategy in Japanese computer which has been longstanding in conventional way. In previous studies the Jigsaw cooperative strategy had been tested in the exact sciences in College. The researcher was challenged to bring the instructional materials of Japanese computer which are felt quite hard by students to be easier with mutual assistance. Heavy load materials are minimized. Learners must actively explore materials; it is not only from the teacher. The Jigsaw cooperative strategy was tested on three-semester students in order to determine the effectiveness of Jigsaw cooperative in Japanese computer learning. This study used pure experiment. The design involved two groups of subjects, one given by the experimental treatment with the Jigsaw cooperative strategy (experimental group) and the other group (control group) with usual learning technique. Data were taken in two ways: quantitative by making instruments such pretest and posttest to the two classes and qualitative by interview to complete the descriptive data analysis result. Furthermore, all results of the pretest and posttest were analyzed by measuring the normality and t-test to determine how the Jigsaw strategy successfully applied on the samples. To collaborate the results, the interviews were transcribed to see the response from samples on the Jigsaw cooperative strategy in Japanese computer learning. Results of the test data analysis in the experimental group and the control group showed that the Jigsaw cooperative strategy was proved more effective in Japanese computer learning than the conventional method usually used. 

scholarly journals Effects of Proprioceptive Neuromuscular Facilitation Stretching and Kinesiology Taping on Pelvic Compensation During Double-Knee Extension

2015 ◽  
Vol 49 (1) ◽  
pp. 55-64 ◽  
Author(s):  
Seung-Woong Lee ◽  
Jung-Hoon Lee
Keyword(s):  
Muscle Activity ◽  
Pelvic Tilt ◽  
Knee Extension ◽  
Control Group ◽  
Proprioceptive Neuromuscular Facilitation ◽  
Anterior Pelvic Tilt ◽  
Movement Distance ◽  
Baseline Values ◽  
Group Control Group ◽  
Experimental Group

Abstract Shortened hamstrings are likely to restrict the anterior pelvic tilt and induce a slumped posture due to the posterior pelvic tilt. This study was conducted to compare the effects of proprioceptive neuromuscular facilitation (PNF) stretching and modified anterior pelvic tilt taping (APTT) on hamstring shortness-associated pelvic compensation while executing seated double-knee extension. Male college students (28 healthy young adults; mean age: 21.4 ± 2.1 years) with hamstring shortness were recruited as study subjects and randomly assigned to either the PNF stretching group (control group) or the APTT group (experimental group). In all the subjects, changes in the movement distance of the centre of gluteal pressure (COGP) as well as rectus abdominis (RA) and semitendinosus (SEM) muscle activities were measured during seated double-knee extension while the respective intervention method was applied. Both groups showed significant decreases in COGP distance and RA muscle activity compared with their respective baseline values (p < 0.05), however, no significant changes were observed in SEM muscle activity. We can infer that not only a direct intervention on the hamstring, such as PNF stretching, but also a modified APTT-mediated pelvic intervention may be used as a method for reducing pelvic compensation induced by hamstring shortness.

scholarly journals EXPERIMENTAL VALIDATION OF THE DEVELOPMENT LEVEL OF A PROFESSIONAL-PEDAGOGICAL COMPETENCE OF PRIMARY SCHOOL TEACHERS

2021 ◽  
pp. 42-50
Author(s):  
Oleksii Mukoviz
Keyword(s):  
Distance Education ◽  
Primary School ◽  
Control Group ◽  
School Teachers ◽  
Primary School Teachers ◽  
Knowledge And Skills ◽  
Pedagogical Competence ◽  
History Of ◽  
Group Control Group ◽  
Experimental Group

The paper presents the stating stage of the pedagogical experiment in which the levels of the development of a professional-pedagogical competence of primary school teachers have been studied. We used the following research methods: observation, conversations and testing. Diagnostic blocks of a professional-pedagogical competence of primary school teachers were identified: theoretical-methodological and psychological-pedagogical training. The total number of the participants of the pedagogical experiment was 1960 people, including 960 people in an experimental group and 952 people in a control group, besides 48 teachers-experts from pedagogical universities were involved. Statistical results of the interviewing were summed up taking into account the number of questions, the highest possible number of points received for the answers to the questions, and the total number of points according to the level of a block development that was evaluated. We state that as far as the level of a theoretical-methodological training is concerned (knowledge and skills of theoretical principles of a professional-pedagogical activity; knowledge and skills of the use of the methods of a professional pedagogical activity; knowledge of the history of the development and a current state of the achievements in a professional-pedagogical activity), big amount of primary school teachers corresponded to a sufficient level. This can be explained with teaching the subjects of humane and fundamental training at pedagogical universities. The results of the experiment have shown that the process of the development of a professional-pedagogical competence of primary school teachers requires the improvement, it becomes possible with providing the readiness of an individual for distance education; the organizational-technical support of distance education; the teaching-methodological support of distance education; the organization of the process of distance education on an individual basis; a continuous psychological-pedagogical support of distance education; a system improvement of the qualification of distance education organizers. Keywords: professional-pedagogical competence, experimental group, control group, primary school teachers, university teachers, pedagogical experiment, distance education, diagnostics.

scholarly journals Gestational Diabetes and Dietary Management with Split Meal Technique

2021 ◽  
Vol 9 (3) ◽  
pp. 23-26
Author(s):  
V. Lakshmi Prasanna ◽  
Keyword(s):  
Gestational Diabetes ◽  
Blood Sugar ◽  
Control Group ◽  
Dietary Management ◽  
Diet Survey ◽  
Group Control Group ◽  
And Control ◽  
Biochemical Assessment ◽  
Urine Sugar ◽  
Experimental Group

Gestational diabetes and dietary management with split meal technique was studied with 90 sample which were collected through purposive sampling. Among 90 GDM patients were categorized into 2 equal groups I.e, Experimental group and control group. Control group consists of (n=45) and Experimental group also consists of (n=45). Anthropometric measurements, Biochemical assessment, and Diet survey were taken as parameters. Positive results were obtained in Experimental group. Significant decrease observed in weight, BMI, blood sugar and urine sugar in Split meal technique group. The results were decreased (from160.11 to 133.36 mg/dl in fasting blood sugar, 2.25 - 0.35 mg/dl urine sugar, 67.58- 64.11 kg in body weight).

THE EFFECT OF QUANTUM LEARNING ON THE STUDENTS’ ACHIEVEMENT IN WRITING ARGUMENTATION

2012 ◽  
Vol 1 (1) ◽  
Author(s):  
Sagita Kristiani ◽  
Amrin Saragih
Keyword(s):  
Experimental Method ◽  
Conventional Method ◽  
Control Group ◽  
Writing Test ◽  
Quantum Learning ◽  
Key Word ◽  
Group Control ◽  
Post Test ◽  
Group Control Group ◽  
Experimental Group

ABSTRACT This study was aimed at finding out the effect of applying Quantum Learning on the Students’ Achievement in Writing Argumentation. The objective of the study was to find out whether the application of Writing Argumentation. This study used the experimental method. The population was the 2010/2011 third year students of SMA N.1 DOLOK BATU NANGGAR, totally 240 students. The sample was 60 students of randomly chosen as the representative of population. They were divided into two groups. The first group (experimental group) was taught by applying Quantum Learning while the second group (control group) was taught with conventional method. The test was divided into two groups, pre- test and post- test. The instrument used in this study was a writing test. The data were analyzed by using t-test. T-observerd was 3.75 and the t-table was 2.000 (p=0.05). The result of the analysis shows that the value of the t- table (3.75> 2.000; p= 0.05), it could be consulted that Quantum Learning has significant effect on the teaching argumentative writing. Key Word: Quantum Learning, Writing, Argumentation

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