This is a case report evaluating the improvement of activities of daily living (ADL) after TKA in stroke patient with hemiplegia and knee osteoarthritis. The case was a 73-year-old female with left hemiplegia caused by cerebral infarction. She also suffered from severe bilateral knee osteoarthritis and obesity. The hemiplegia and knee dysfunction disturbed her ADL. When she was admitted to our hospital, her FIM motor subscore was 23 and body mass index (BMI) was 36.0. She went on a diet and continued rehabilitation. Her knees were treated conservatively. Six months after the stroke, her FIM motor subscore was 35 and BMI was 29.8. For the purpose of pain relief and improvement of range of motion, right TKA was performed seven months after stroke. And left TKA and lengthening of the gastrocnemius were performed eleven months after her stroke. Rehabilitation was continued carefully in order to avoid deep venous thrombosis. In addition, a left obturator nerve block was performed as treatment for spasticity of her hip adductor muscle. Fifteen months after the stroke, her FIM motor subscore was 77 and BMI was 25.7. TKA is a common treatment for osteoarthritis but when a patient has a stroke, it is difficult to determine whether to perform surgery or not. In this case, bilateral TKA achieved improvement of ADL. We suggest that even if a patient has stroke hemiplegia, TKA should be considered for knee osteoarthritis based on the appropriate assessment and careful risk management.

We examined the effects of several problem-based learning (PBL) tutorials on the development of clinical abilities among medical students. In 1988, 2 years before our university implemented the PBL tutorial curriculum, one to three trial tutorials were used for a portion of the students in the 1st through 3rd years to identify a suitable tutorial education system for Japanese students. To examine the effects of these trial tutorials, we sent questionnaires to graduates who had participated in the trial tutorials and to those who had not. We found that graduates who had participated in the trial tutorials were more likely than graduates who had not to report logical thinking capabilities during their undergraduate years and clinical problem-solving abilities at the end of their internship. The results suggest that the use of one or more tutorials is effective in helping students develop logical thinking and problem-solving ability.