A new modified inside-out repair technique of arthroscopic meniscal repair for peripherally torn menisci is described. Under arthroscopic control, after conventional inside-out technique using meniscal repair set using outside-in technique with 18-gauge needle, horizontal mattress sutures of absorbable monofilament(PDS 2-0) were placed across the tom site and tied over the capsule or fascia. Nearly all portions of meniscus were possible with this technique except most posterior and anterior portions. As this is the modification of inside-out technique, neurovascular complications could be avioded. The problem of outside-in technique, knot irritation inside joint could be avoided also because the knot is outside of the joint.
Fascia ; Joints ; Needles ; Sutures

The elective course was introduced to Inha university college of medicine in clinical clerkship from 1998. In August, 1999, a questionnaire about the change of the curriculum was distributed to 36 senior students and 157 clinical professors in Inha university college of medicine. To the elective course, the students' response was : 41.7% answered 'good', 22.2% answered 'non-judgemental', 36.1% answered 'bad', and the professors' response was : 56.4% answered 'good', 30.9% answered 'non-judgemental', 12.8% answered 'bad'. As for the merit of the elective course, the students' response was : 72.2% answered 'to choose the course they want to study (to provide them study motivation)', 41.7% answered 'to study the subject deeply', 19.4% answered 'to be helpful to choose a course after graduation'. Of the professors' response, 83.0% answered 'to choose the course they want to study (to provide them study motivation)', but 44.7% answered 'self-regulating study attitude'. As for the defect of the elective course, the students' response was : 91.7% answered 'the subjects are restricted', 55.6% answered 'to be too long not efficiently', ?% answered 'to hinder from preparing for Korean medical licensing examination'. And the professors answered in the same order. 55.6% of the students' respond answered 'rarely prepared' even though the term of elective course in each department got longer, but 28.7% of the professors' answered 'prepared very much'. As for the period of elective course, the students' response was : 2 weeks for 6 each subjects (72.2%), 1 week for every subjects(22.2%). But the professors' response was : 3 weeks for 4 each subjects(35.1%), 2 weeks for 6 each subjects(35.1%), over 4 weeks for less 3 each subjects (9.6%). As a conclusion the professors in clinical department must prepare meticulously for the elective course.
Clinical Clerkship* ; Curriculum ; Education, Medical ; Humans ; Licensure ; Surveys and Questionnaires

Electrodiagnostic studies were carried out in 31 patients with neurological complications of AHC, who were seen at Seoul National University Hospital from August 1981 to February 1982. Age of the patients ranged from 14 to 62 years. Both velocity and distal latency of motor and sensory conduction were normal in the nerves innervating the affected muscles. During the acute phase of motor paralysis, there was an absence of electrical activity in completely paralysed muscles. In partially denervated muscles, there were polyphasic motor unit potentials of normal duration and amplitrde on weak contraction and reduced interference on maximal effort. From the third or fourth week onwards, fibrillation potentials and positive sharp waves at rest were observed in paraspinal muscles in most cases. All the above findings were supporting the view that the principal site of involvement for the paralytic phenomena is at the level of the anterior horn cells or anterior roots.
Anterior Horn Cells ; Conjunctivitis, Acute Hemorrhagic* ; Humans ; Muscles ; Paralysis ; Paraspinal Muscles ; Seoul

No abstract available.
Epidermal Cyst* ; Melanins*

Purpose: Lecture-based teaching is widely used in preclinical medical education, offering a systematic way to deliver complex information efficiently. However, its effectiveness heavily relies on the instructional behaviors of lecturers. Despite its importance, limited research has explored the specific differences between effective and ineffective teaching behaviors perceived by students. This study aims to analyze these behaviors systematically to provide actionable insights for enhancing teaching competencies. Methods: This study surveyed 92 first-year medical students to evaluate effective and ineffective teaching behaviors. A 30-item questionnaire was developed based on existing literature. Data analysis included descriptive statistics to rank teaching behaviors and chi-square tests to examine their correlations. Results: Effective behaviors included appropriate voice volume, clear pronunciation, error-free lecture materials, clear explanations of learning objectives, and humor. Ineffective behaviors were poor voice clarity, insufficient summarization, lack of follow-up session introductions, absence of online resources, and poor interaction. Significant relationships between effective and ineffective behaviors were observed in some items. Conclusion The study highlights those effective behaviors, such as recalling prior learning, utilizing materials, and engaging students, enhance learning outcomes. Faculty development should focus on avoiding ineffective behaviors for novice faculty and reinforcing effective ones for mid-career faculty to improve teaching quality in medical education.

Purpose: Lecture-based teaching is widely used in preclinical medical education, offering a systematic way to deliver complex information efficiently. However, its effectiveness heavily relies on the instructional behaviors of lecturers. Despite its importance, limited research has explored the specific differences between effective and ineffective teaching behaviors perceived by students. This study aims to analyze these behaviors systematically to provide actionable insights for enhancing teaching competencies. Methods: This study surveyed 92 first-year medical students to evaluate effective and ineffective teaching behaviors. A 30-item questionnaire was developed based on existing literature. Data analysis included descriptive statistics to rank teaching behaviors and chi-square tests to examine their correlations. Results: Effective behaviors included appropriate voice volume, clear pronunciation, error-free lecture materials, clear explanations of learning objectives, and humor. Ineffective behaviors were poor voice clarity, insufficient summarization, lack of follow-up session introductions, absence of online resources, and poor interaction. Significant relationships between effective and ineffective behaviors were observed in some items. Conclusion The study highlights those effective behaviors, such as recalling prior learning, utilizing materials, and engaging students, enhance learning outcomes. Faculty development should focus on avoiding ineffective behaviors for novice faculty and reinforcing effective ones for mid-career faculty to improve teaching quality in medical education.

Purpose: Lecture-based teaching is widely used in preclinical medical education, offering a systematic way to deliver complex information efficiently. However, its effectiveness heavily relies on the instructional behaviors of lecturers. Despite its importance, limited research has explored the specific differences between effective and ineffective teaching behaviors perceived by students. This study aims to analyze these behaviors systematically to provide actionable insights for enhancing teaching competencies. Methods: This study surveyed 92 first-year medical students to evaluate effective and ineffective teaching behaviors. A 30-item questionnaire was developed based on existing literature. Data analysis included descriptive statistics to rank teaching behaviors and chi-square tests to examine their correlations. Results: Effective behaviors included appropriate voice volume, clear pronunciation, error-free lecture materials, clear explanations of learning objectives, and humor. Ineffective behaviors were poor voice clarity, insufficient summarization, lack of follow-up session introductions, absence of online resources, and poor interaction. Significant relationships between effective and ineffective behaviors were observed in some items. Conclusion The study highlights those effective behaviors, such as recalling prior learning, utilizing materials, and engaging students, enhance learning outcomes. Faculty development should focus on avoiding ineffective behaviors for novice faculty and reinforcing effective ones for mid-career faculty to improve teaching quality in medical education.

Purpose: Lecture-based teaching is widely used in preclinical medical education, offering a systematic way to deliver complex information efficiently. However, its effectiveness heavily relies on the instructional behaviors of lecturers. Despite its importance, limited research has explored the specific differences between effective and ineffective teaching behaviors perceived by students. This study aims to analyze these behaviors systematically to provide actionable insights for enhancing teaching competencies. Methods: This study surveyed 92 first-year medical students to evaluate effective and ineffective teaching behaviors. A 30-item questionnaire was developed based on existing literature. Data analysis included descriptive statistics to rank teaching behaviors and chi-square tests to examine their correlations. Results: Effective behaviors included appropriate voice volume, clear pronunciation, error-free lecture materials, clear explanations of learning objectives, and humor. Ineffective behaviors were poor voice clarity, insufficient summarization, lack of follow-up session introductions, absence of online resources, and poor interaction. Significant relationships between effective and ineffective behaviors were observed in some items. Conclusion The study highlights those effective behaviors, such as recalling prior learning, utilizing materials, and engaging students, enhance learning outcomes. Faculty development should focus on avoiding ineffective behaviors for novice faculty and reinforcing effective ones for mid-career faculty to improve teaching quality in medical education.

Epidermal growth factor receptor (EGFR) is a receptor tyrosine kinase widely expressed in many cancers such as non-small cell lung cancer (NSCLC), pancreatic cancer, breast cancer, and head and neck cancer. Mutations such as L858R in exon 21, exon 19 truncation (Del19), exon 20 insertions, and others are responsible for aberrant activation of EGFR in NSCLC. First-generation EGFR tyrosine kinase inhibitors (TKIs) such as gefitinib and erlotinib have clinical benefits for EGFR-sensitive (L858R and Del19) NSCLC patients. However, after 10-12 months of treatment with these inhibitors, a secondary T790M mutation at the gatekeeper position in the kinase domain of EGFR was identified, which limited the clinical benefits. Second-generation EGFR irreversible inhibitors (afatinib and dacomitinib) were developed to overcome this T790M mutation. However, their lack of selectivity toward wild-type EGFR compromised their clinical benefits due to serious adverse events. Recently developed third-generation irreversible EGFR TKIs (osimertinib and lazertinib) are selective toward driving mutations and the T790M mutation, while sparing wildtype EGFR activity. The latest studies have concluded that their efficacy was also compromised by additional acquired mutations, including C797S, the key residue cysteine that forms covalent bonds with irreversible inhibitors. Because second- and thirdgeneration EGFR TKIs are irreversible inhibitors, they are not effective against C797S containing EGFR triple mutations (Del19/ T790M/C797S and L858R/T790M/C797S). Therefore, there is an urgent unmet medical need to develop next-generation EGFR TKIs that selectively inhibit EGFR triple mutations via a non-irreversible mechanism.

Temperature affects the firing pattern and electrical activity of neurons in animals, eliciting diverse responses depending on neuronal cell type. However, the mechanisms underlying such diverse responses are not well understood. In the present study, we performed in vitro recording of abdominal ganglia cells of Aplysia juliana , and analyzed their burst firing patterns. We identified atypical bursting patterns dependent on temperature that were totally different from classical bursting patterns observed in R15 neurons of A. juliana . We classified these abnormal bursting patterns into type 1 and type 2; type 1 abnormal single bursts are composed of two kinds of spikes with a long interspike interval (ISI) followed by short ISI regular firing, while type 2 abnormal single bursts are composed of complex multiplets. To investigate the mechanism underlying the temperature dependence of abnormal bursting, we employed simulations using a modified Plant model and determined that the temperature dependence of type 2 abnormal bursting is related to temperaturedependent scaling factors and activation or inactivation of potassium or sodium channels.