30 research outputs found
Operative management of isolated posterior cruciate ligament injuries improves stability and reduces the incidence of secondary osteoarthritis: a systematic review
No full textPurpose To evaluate the evidence for operative and non-operative management of isolated posterior cruciate ligament (PCL) injuries. Methods Using Pubmed, EMBASE and Cochrane databases, a systematic review was conducted of studies investigating the treatment of isolated PCL injuries published until July 2020. Quality assessment was performed with the Cochrane risk of bias tool (level I), the Newcastle-Ottowa Scale (level II-III) and the National Institute of Health quality assessment tool (level IV). Clinical outcome measures included residual laxity, return to sports, patient-reported outcome measures, subsequent articular degeneration and complications. Results Twenty-seven studies [23 case series, 2 case-control, 1 cohort study and 1 randomized controlled trial (RCT)] including 5197 patients (5199 knees) with a mean age of 29.5 +/- 3.6 years (range 15-68) fulfilled the study requirements. Significantly less residual laxity was found after posterior cruciate ligament reconstruction (PCLR) compared to non-operative management (3.43 vs. 5.47 mm, CI: 1.84-2.23, p < 0.001). Both treatment modalities yielded satisfying functional outcomes and a high return to sports (64-77%, mean: 70.3, CI: 67.8-72.2). Osteoarthritis (OA) occurred less frequently following PCLR (21.5 vs. 44.1%, p < 0.001). Conclusion In the absence of level I RCTs, this systematic review suggests that surgical management for selected isolated PCL injuries is a reasonable option to consider, especially when the surgeon aims at minimizing residual laxity and presumably secondary osteoarthritis
Building Bridges with Blocks: Assisting digital library and Virtual Learning Environment integration through reusable middleware
No full textVarious studies have reported that achieving effective use of increasingly heterogeneous scholarly objects within institutional learning and teaching frameworks is becoming critical to the performance of educational institutions. The integration of digital information environments, such as a University library, within a virtual learning environment (VLE) encapsulates this challenge. This paper presents reusable middleware to achieve effective digital library (DL) and VLE integration. The aim of the study is to demonstrate that the use of open standards and service-oriented architectures (SOA) to build “light” web-services-based middleware is a suitable alternative for embedding digital library information sources in learning and teaching frameworks. We argue that by using open-source and open-standards approaches rather than software and practices developed specifically for a particular VLE product, it is possible to obtain open reusable middleware that can simplify the DL-VLE integration and bridge the functionality of both environments. We hope that our methodology can provide a common foundation on which a variety of institutions may build their own customized middleware to integrate scholarly objects in VLEs. The study has assessed the impact of the VLE-library integration on academic users of both the library and the VLE. Performance issues of the proposed digital library-VLE integration are also discussed. A secondary but important finding of our study is that much more effort is required to open and standardize the closed, restricted and proprietary approach of digital publishers to the reuse of scholarly material. This approach can be a serious obstacle to effective digital library-VLE integration and can limit the publishers’ ability to allow the discovery, integration and reuse of scholarly material. Current research in this area is analyzed and discussed
A case study of virtual learning course development in Scottish higher education
No full textVirtual Learning Environments (VLEs) are now an important part of Information and Communication Technology (ICT) strategy in Scottish Higher Educational institutions and beyond. VLEs, which can have a variety of other names such as virtual campuses, interactive web environments and managed learning environments (MLEs) are now considered as part of a group of software, known as learning platforms. The dissertation, which is insider research, examines the non-technical issues involved in VLE course development. The author has been developing a number of VLE courses for two departments in one Scottish Higher Education Institution, using the WebCT VLE. The promotion of learning in the educational context is discussed which examines some of the central claims of the constructivism versus behaviourism debate. A literature review has also been completed on a number of subjects such as Virtual Learning Environments, Managed Learning Environments, and the rise of VLEs in Higher Education, particularly in Scotland. Practical and theoretical definitions of VLE are discussed. A case study has been completed on the author's VLE course development. The thesis reports on a number of issues in the case study. These include the fear factor amongst academics, the range of staff training both in using VLEs and their application to academic subjects, as well as some of the policy and management decisions that were taken at department and university levels. The discussion expands some of the issues raised in the literature review and case study, particularly with regards to the nature of training given to academics, and the promotion of the VLE as a learning tool
"In dreams begins responsibility" - choice, evidence, and change. Conference Introduction and Abstracts, 16th International Conference, 8-10 September, Manchester, UK
No full textThe fate of research abstracts submitted to a national surgical conference: a cross-sectional study to assess scientific impact
No full textBACKGROUND: Conference abstracts often lack rigorous peer review, but potentially influence clinical thinking and practice. To evaluate the quality of abstracts submitted to a large surgical conference, presentation and publication rates were investigated to assess scientific impact. METHODS: A Cross-sectional study of abstracts submitted to Dutch Surgical Society meetings from 2007 to 2012 was conducted. Presentation rates, publication rates in MEDLINE-indexed journals using PubMed Central database, and actuarial times to subsequent publication were investigated. RESULTS: Of 2,174 submitted abstracts, 1,305 (60%) abstracts were accepted for presentation. Actuarial 1, 3, and 5-year publication rates were 22.4%, 62.2%, and 68.6% for presented abstracts, compared with 20.9%, 50.3%, and 57.7% for rejected abstracts, respectively (log-rank x(2) 23.728, df1, P < .001). Publications resulting from abstracts presented at the conference had a significantly higher mean (±standard error) impact factor (4.4 ± .2 vs 3.4 ± .1, P < .001), compared with publications from previously rejected abstracts. CONCLUSIONS: We advocate critical appraisal of the use of findings of scientific abstracts and conference presentations. The 5-year abstract-to-publication ratio is proposed as a novel quality indicator to allow objective comparison between scientific meetings
Prevalence and determinants of disabilities and return to work after major trauma
No full textOBJECTIVE: The purpose of this study was to assess the prevalence and determinants of disabilities and return to work after severe injury in a Dutch, Level I trauma center. METHODS: We prospectively included 295 patients with an Injury Severity Score > or = 16 treated between January 1996 and January 1999. All survivors received a mailed questionnaire in 2000, at least 1 year after their initial hospital admission. Health status was measured by the EuroQol-5D instrument, and the Glasgow Outcome Scale. Additional questions were asked about cognitive functioning and return-to-work rates. Regression analyses was conducted to explore the associations between these functional outcome measures and patient characteristics. RESULTS: Of the 295 patients included, 99 (34%) died in hospital or during follow-up. From the 196 survivors, a response was obtained from 166 (85%). Of the survivors, 33% had to change their work or daily activity as a result of their injuries. Of the 127 patients of working age (18-65 years), 33 (26%) were unable to work and depended on social security. Problems with mobility, self-care, daily activities, pain/discomfort, anxiety/depression, and cognitive ability were found in 34%, 15%, 51%, 58%, 37%, and 57%, respectively. The EuroQol-5D summary score (0.76) was far below that of the general population norms. The number of body areas affected, injury severity (Injury Severity Score > or = 25), and gender (female) were significant independent predictors of worse long-term functional outcome. CONCLUSION: Severe trauma has a substantial impact on long-term functioning. Empiric quantitative data, as presented in this study, enable us to estimate the burden of injury and to evaluate the quality of trauma care program
Extensión de la especificación IMS Learning Design desde la adaptación e integración de unidades de aprendizaje
No full textIMS Learning Design (IMS-LD) representa una corriente actual en aprendizaje online y blended que se caracteriza porque: a) Es una especificación que pretende estandarizar procesos de aprendizaje, así como reutilizarlos en diversos contextos b) Posee una expresividad pedagógica más elaborada que desarrollos anteriores o en proceso c) Mantiene una relación cordial y prometedora con Learning Management Systems (LMSs), herramientas de autoría y de ejecución d) Existe una amplia variedad de grupos de investigación y proyectos europeos trabajando sobre ella, lo que augura una sostenibilidad, al menos académica Aun así, IMS Learning Design es un producto inicial (se encuentra en su primera versión, de 2003) y mejorable en diversos aspectos, como son la expresividad pedagógica y la interoperabilidad. En concreto, en esta tesis nos centramos en el aprendizaje adaptativo o personalizado y en la integración de Unidades de Aprendizaje, como dos de los pilares que definen la especificación, y que al mismo tiempo la potencian considerablemente. El primero (aprendizaje adaptativo) hace que se puedan abordar itinerarios individuales personalizados de estudio, tanto en flujo de aprendizaje como en contenido o interfaz; el segundo (integración) permite romper el aislamiento de los paquetes de información o cursos (Unidades de Aprendizaje, UoL) y establecer un diálogo con otros sistemas (LMSs), modelos y estándares, así como una reutilización de dichas UoLs en diversos contextos. En esta tesis realizamos un estudio de la especificación desde la base, analizando su modelo de información y cómo se construyen Unidades de Aprendizaje. Desde el Nivel A al Nivel C analizamos y criticamos la estructura de la especificación basándonos en un estudio teórico y una investigación práctica fruto del modelado de Unidades de Aprendizaje reales y ejecutables que nos proporcionan una información muy útil de base, y que mayormente adjuntamos en los anexos, para no interferir en el flujo de lectura del cuerpo principal. A partir de este estudio, analizamos la integración de Unidades de Aprendizaje con otros sistemas y especificaciones, abarcando desde la integración mínima mediante un enlace directo hasta la compartición de variables y estados que permiten una comunicación en tiempo real de ambas partes. Exponemos aquí también las conclusiones de diversos casos de estudio basados en adaptación que se anexan al final de la tesis y que se vuelven un instrumento imprescindible para lograr una solución real y aplicable. Como segundo pilar de la tesis complementario a la integración de Unidades de Aprendizaje, estudiamos el aprendizaje adaptativo: Los tipos, los avances y los enfoques y restricciones de modelado dentro de IMS-LD. Por último, y como complemento de la investigación teórica, a través de diversos casos prácticos estudiamos la manera en que IMS-LD modela la perzonalización del aprendizaje y hasta qué punto. Este primer bloque de análisis (general, integración y aprendizaje adaptativo) nos permite realizar una crítica estructural de IMS-LD en dos grandes apartados: Modelado y Arquitectura. Modelado apunta cuestiones que necesitan mejora, modificación, extensión o incorporación de elementos de modelado dentro de IMS-LD, como son procesos, componentes y recursos de programación. Arquitectura engloba otras cuestiones centradas en la comunicación que realiza IMS-LD con el exterior y que apuntan directamente a capas estructurales de la especificación, más allá del modelado. Aunque se encuentra fuera del núcleo de esta tesis, también se ha realizado una revisión de aspectos relacionados con Herramientas de autoría, por ser este un aspecto que condiciona el alcance del modelado y la penetración de la especificación en los distintos públicos objetivo. Sobre Herramientas, no obstante, no realizamos ninguna propuesta de mejora. La solución desarrollada, se centra en las diversas cuestiones sobre Modelado y Arquitectura encontradas en el análisis. Esta solución se compone de un conjunto de propuestas de estructuras, nuevas o ya existentes y modificadas, a través de las que se refuerza la capacidad expresiva de la especificación y la capacidad de interacción con un entorno de trabajo ajeno. Esta investigación de tres años ha sido llevada a cabo entre 2004 y 2007, principalmente con colegas de The Open University of The Netherlands, The University of Bolton, Universitat Pompeu Fabra y del departamento Research & Innovation de ATOS Origin, y ha sido desarrollada parcialmente dentro de proyectos europeos como UNFOLD, EU4ALL y ProLearn. La conclusión principal que se extrae de esta investigación es que IMS-LD necesita una reestructuración y modificación de ciertos elementos, así como la incorporación de otros nuevos, para mejorar una expresividad pedagógica y una capacidad de integración con otros sistemas de aprendizaje y estándares eLearning, si se pretenden alcanzar dos de los objetivos principales establecidos de base en la definición de esta especificación: La personalización del proceso de aprendizaje y la interoperabilidad real. Aun así, es cierto que la implantación de la especificación se vería claramente mejorada si existieran unas herramientas de más alto nivel (preferiblemente con planteamiento visual) que permitieran un modelado sencillo por parte de los usuarios finales reales de este tipo de especificaciones, como son los profesores, los creadores de contenido y los pedagogos-didactas que diseñan la experienicia de aprendizaje. Este punto, no obstante, es ajeno a la especificación y afecta a la interpretación que de la misma realizan los grupos de investigación y compañías que desarrollan soluciones de autoría. _____________________________________________IMS Learning Design (IMS-LD) is a current asset in eLearning and blended learning, due
to several reasons:
a) It is a specification that points to standardization and modeling of learning processes,
and not just content; at the same time, it is focused on the re-use of the information
packages in several contexts;
b) It shows a deeper pedagogical expressiveness than other specifications, already
delivered or in due process
c) It is integrated at different levels into well-known Learning Management Systems
(LMSs)
d) There are a huge amount of European research projects and groups working with it,
which aims at sustainability (in academia, at least)
Nevertheless, IMS-LD is roughly an initial outcome (be aware that we are still working
with the same release, dated on 2003). Therefore, it can and must be improved in
several aspects, i.e., pedagogical expressiveness and interoperability. In this thesis, we
concentrate on Adaptive Learning (or Personalised Learning) and on the Integration of
Units of Learning (UoLs). They both are core aspects which the specification is built upon.
They also can improve it significantly. Adaptation makes personalised learning itineraries,
adapted to every role, to every user involved in the process, and focus on several
aspects, i.e., flow, content and interface. Integration fosters the re-use of IMS-LD
information packages in different contexts and connects both-ways UoLs with other
specifications, models and LMSs. In order to achive these goals we carry out a threephase
analysis. First, analysis of IMS-LD in several steps: foundations, information
model, construction of UoLs. From Level A to Level C, we analyse and review the
specification structure. We lean on a theoretical frameword, along with a practical
approach, coming from the actual modeling of real UoLs which give an important report
back. Out of this analysis we get a report on the general structure of IMS-LD.
Second, analysis and review of the integration of UoLs with several LMSs, models and
specifications: we analyse three different types of integration: a) minimal integration,
with a simple link between parts; b) embedded integration, with a marriage of both parts
in a single information package; and d) full integration, sharing variables and states
between parts. In this step, we also show different case studies and report our partial
conclusions.
And third, analysis and review of how IMS-LD models adaptive learning: we define,
classify and explain several types of adaptation and we approach them with the specificacion. A key part of this step is the actual modeling of UoLs showing adaptive
learning processes. We highlight pros and cons and stress drawbacks and weak points
that could be improved in IMS-LD to support adaptation, but also general learning
processes
Out of this three-step analysis carried out so far (namely general, integration,
adaptation) we focus our review of the IMS-LD structure and information model on two
blocks: Modeling and Architecture. Modeling is focused on process, components and
programming resources of IMS-LD. Architecture is focused on the communication that
IMS-LD establishes outside, both ways, and it deals with upper layers of the specification,
beyong modeling issues. Modeling and Architecture issues need to be addressed in order
to improve the pedagogical expressiveness and the integration of IMS-LD. Furthermore,
we provide an orchestrated solution which meets these goals. We develop a structured
and organized group of modifications and extensions of IMS-LD, which match the
different reported problems issues. We suggest modifications, extensions and addition of
different elements, aiming at the strength of the specification on adaptation and
integration, along with general interest issues.
The main conclusion out of this research is that IMS-LD needs a re-structure and a
modification of some elements. It also needs to incorporate new ones. Both actions
(modification and extension) are the key to improve the pedagogical expressiveness and
the integration with other specifications and eLearning systems. Both actions aim at two
clear objectives in the definition of IMS-LD: the personalisation of learning processes,
and a real interoperability. It is fair to highlight the welcome help of high-level visual
authoring tools. They can support a smoother modeling process that could focus on
pedagogical issues and not on technical ones, so that a broad target group made of
teachers, learning designers, content creators and pedagogues could make use of the
specification in a simpler way. However, this criticism is outside the specification, so
outside the core of this thesis too.
This three-year research (2004-2007) has been carried out along with colleagues from
The Open University of The Netherlands, The University of Bolton, Universitat Pompeu
Fabra and from the Department of Research & Innovation of ATOS Origin. In addition, a
few European projects, like UNFOLD, EU4ALL and ProLearn, have partially supported it
Influência do jogo Reversi na memória de trabalho em alunos com diagnóstico de TDAH
No full textDissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Filosofia e Ciências Humanas. Programa de Pós-Graduação em Psicologia.O presente estudo teve por objetivo verificar quais as influências do jogo Reversi na memória de trabalho de alunos com diagnóstico de TDAH. Participaram da pesquisa 4 sujeitos entre 11 e 13 anos. Dois sujeitos eram do sexo masculino, com diagnóstico de Hiperatividade e dois sujeitos do sexo feminino com diagnóstico de Déficit de Atenção. Foram realizados seis encontros sendo o primeiro e o último para a realização da bateria de monitoramento cognitivo Proa. Nos outros encontros foi realizada a prática do jogo Reversi onde foram aferidos os dados referentes a frequencia cardíaca (FC), variabilidade da frequencia cardíaca (VFC) e os comportamentos referentes a prática do jogo: tempo de jogada, tempo de reação, número de sequencias certas, número de sequencias erradas, numero de sequencias mediadas, tempo de interação visual entre o jogador e o mediador e entre o jogador e o tabuleiro. Os resultados apresentaram correlações positivas entre os comportamentos de mediar, número de sequencias erradas e os índices psicofisiológicos de DP RR, rMSSD, pNN50, e BF, indicando um possível esforço mental durante a realização das partidas. Os sujeitos diagnosticados com TDAH do subtipo Desatento apresentaram na bateria de monitoramento Proa uma melhora na tarefa de memória de trabalho entre o pré-teste e o pós-teste. Esse estudo buscou realizar uma relação inicial entre os aspectos psicofisiológicos, comportamentais e cognitivos durante a realização de uma partida do jogo de tabuleiro Reversi.The present study aimed to verify the influences of the game Reversi in working memory of students diagnosed with ADHD. The participants were four subjects between 11 and 13 years. Two subjects were male, diagnosed with hyperactivity and two female subjects with a diagnosis of Attention Deficit. There were six meetings with the first and the last to perform the battery of cognitive monitoring Proa. In other meetings were held to practice the game Reversi where the data were measured the frequency rate (HR), heart rate variability (HRV) and behaviors regarding the practice of the game: play time, reaction time, number of threads right, wrong number of threads, number of sequences mediated, time visual interaction between the player and mediator and between the player and the board. The results showed positive correlations between the behaviors mediate the wrong number of threads and psychophysiological indices of RR SD, rMSSD, pNN50, and LF, indicating a possible mental effort during the course of matches. Subjects diagnosed with ADHD Inattentive subtype present in the battery monitoring Proa an improvement in working memory task between the pretest and posttest. This study tried to do an initial relationship between the psycho-physiological aspects, behavioral, cognitive, during the course of a departure from the board game Reversi
Impact of low skeletal muscle mass and density on short and long-term outcome after resection of stage I-III colorectal cancer
No full textAn exploration of the effects of group summative assessment marking on higher education students’ overall marks
No full textGroupwork and group summative assessment (GSA) are important learning, teaching and assessment methods used by many educational institutions, not just universities. The differences between the marks that HEI students were awarded for their own independent individual summative assessment (IISA) work and their GSA marks were explored.
The study topic presented itself while the author was contemplating studying for a first degree, when it became apparent that group working and group summative assessment was included in summative assessment methods used in the chosen programme.
Three data sources were from UK undergraduates and graduates, and one was from Australian PG students. Module marks data were collected from over 4000 HE students. They were divided into eighteen faculty/year data sets from four HEI sources.
A systematic difference was found between the distributions of GSA and IISA marks, supporting Lejk et al. (1999). Lower IISA ability students scored higher in GSA modules than in IISA modules. Higher IISA ability students scored lower in GSA modules.
In addition, the mean GSA mark was higher than the mean IISA mark. The standard deviation of the GSA marks was lower than the SD of the IISA marks. Both of these findings support Downie (2001). The relationship was found to vary between the data sets, modules, assessment items and especially between faculties.
The results and conclusions from this study will empower stakeholders, enabling them to be better informed in their choice of first-degree study programmes. They will also allow the use and impact of GSA to be more transparent and better understood, leading to further research and improvement in practice
