STUDY DESIGN: Thirty-seven patients with spinal tuberculosis were evaluated according to surgical method. OBJECTIVES: To evaluate the effectiveness of posterior spinal instrumentation in the surgical treatment of patient with tuberculous spondylitis. SUMMARY OF LITERATURE REVIEWS: There are many debates about the effectiveness of posterior spinal instrumentation combined with anterior interbody fusion in tuberculous spondylitis. MATERIALS AND METHODS: From January 1995 to June 2000, 37 patients were divided into two groups depending on their use of posterior spinal instrumentation. Group I consist of thirteen patients who were treated with conventional anterior corpectomy and anterior interbody fusion using autogenous strut bone graft. Group II was composed of twenty-four patients who were treated with conventional anterior corpectomy and anterior interbody fusion combined with posterior spinal instrumentation. Changes of corrected kyphotic angle and complication were measured using pre-, post-operative and follow-up radiographs and chart review. RESULTS: In group I, six cases (46.2%) showed loss of corrected kyphotic angle. Of these six cases, five cases had initial kyphotic angle of more than 20 dgree and three cases had involvement of two or more vertebrae. All six cases had thoracic or thoracolumbar involvement. Comparing two groups, maintaining corrected kyphotic angle and low complication rates were obtained in group II during follow-up period. The change of deformity as followed. In thoracic area, the mean kyphotic angle of 26.5 dgree was reduced to 18 dgree postoperatively, At the most recent follow-up, the mean kyphotic angle was 31.5 dgree in group I, a loss of correction of 13.5 dgree . In group II, the mean kyphotic angle was corrected from 27 dgrees to 13.5 dgree after surgery. At the most recent follow-up, the mean kyphotic angle was 17.5 dgrees, a loss of correction of 4 dgree . CONCLUSION: Posterior spinal instrumentation combined with conventional anterior corpectomy and anterior interbody fusion were found to be effective for preventing loss of kyphotic angle and for maintaining stable bone fusion in patients with mean
Congenital Abnormalities ; Follow-Up Studies ; Humans ; Spine ; Spondylitis* ; Transplants ; Tuberculosis, Spinal

STUDY DESIGN: A prospective study. PURPOSE: To assess the effectiveness of the straight leg raising test during an arthroscopic microdiscectomy. MATERIALS AND METHODS: 52 patients, 38 men and 14 women, took part in this experiment. The mean followed up and age were 21, ranging from 13 to 41 months, and 26.4, ranging from 13 to 42 years old. There were 19, 28 and 9 cases between the 3rd- 4th lumbar vertebrae, between the 4-5th lumbar vertebrae between the 5th lumbar vertebra and the 1st sacral vertebra, respectively. 41 patients were able to perform the SLRT (straight leg raising test) procedure, and were called group I, and 11 patients could not perform the test, and were classed as group II. In order to perform the intraoperative SLRT, a lateral decubitus position was adopted. After the disc removal, the SLRT was carried out. When the test result gave an angle of 70 degrees or greater, the surgery was carried out on a pertinent domain. The success of the surgery was graded by the JOA score. RESULTS: In group I, after removal of the disc, the first 31 patients were checked over a 4 week period to assess their recoveries. A year after the surgery, their follow up results were better than Good. In 9 patients, there were little improvements from the first SLRT, so they were re-tested after a 2nd discectomy, which resulted in improvements., with better than good results. 1 patient, whose test result was fair after four weeks and one year, was diagnosed with spinal stenosis, so underwent an operation. In group II, the SLRT during surgery was untestable, due to overweight and uncooperative patients. The results in 3 patients were fair, and in another 8 they better than good. Overall, 97.6% of the patients in group I showed a rapid recovery, but in the group II, only 72.2% showed a rapid recovery. CONCLUSION: From the short term follow up, the use of a SLRT during surgery is very effective. Further research is required to give more precise results.
Adult ; Diskectomy ; Female ; Follow-Up Studies ; Humans ; Leg* ; Lumbar Vertebrae ; Male ; Overweight ; Prospective Studies ; Spinal Stenosis ; Spine

PURPOSE: To investigate the usefulness of arthroscopy for the diagnosis and treatment of various hip disorders. MATERIALS AND METHODS: From March 1995 to January 2000, we performed arthroscopy of the hip in a symptomatic 67 patients. There were 46 men and 21 women. Mean age was 40.7 years and mean follow-up was 33 months. Acetabular labral tears were found in 39 cases (59%), osteonecrosis of the femoral head in 12 cases (18%), synovitis in 4 cases (6%), and others in 12 cases. All patients were assessed with the Harris hip Score preoperatively and postoperatively at 6, and 12 months. JOA pain score and subjective satisfaction was also described. RESULTS: The median score of HHS improved from 51.3 to 84.2. The success rate of operation was 70.9%. We excluded cases which con-verted to total hip arthroplasty after arthroscopic surgery. CONCLUSION: Hip arthroscopy is useful for diagnosis and treatment in painful hip diseases. In cases of moderate osteoarthritis and chronic synovitis, it gives temporary pain relief. In osteonecrosis of femoral head, arthroscopy has an adjunctive role in diagnosis and treatment.
Acetabulum ; Arthroplasty, Replacement, Hip ; Arthroscopy* ; Diagnosis ; Female ; Follow-Up Studies ; Head ; Hip* ; Humans ; Male ; Osteoarthritis ; Osteonecrosis ; Synovitis

Purpose: This study aimed to systematically evaluate the effectiveness of case-based learning (CBL) within a basic-clinical integrated educational program using the Context, Input, Process, and Product (CIPP) evaluation model. Methods: The CBL program was integrated into the Pharmacology–Clinical Case Practice component of the pharmacology course, a mandatory course for first-year medical students. To evaluate the program, a CIPP model-based questionnaire was developed, assessing needs, goals, resources, educational management, and outcomes. To ensure the reliability and validity of the variables, factor analysis was performed, reducing an initial set of 28 items to 18 final observation variables distributed across four factors. The survey, designed to measure learner satisfaction, was administered to 37 students who participated in the Pharmacology–Clinical Case Practice course during the first semester of 2022. Results: Participants rated their satisfaction with the CBL program based on the CIPP model (on a 5-point scale), giving an average score of 4.17. This suggests that learners who followed the CBL program combining basic and clinical components generally found the program operationally effective with positive outcomes. Conclusion The teaching model and evaluation model applied in this study can be utilized in various majors when operating CBL classes that link basic and clinical education in medical schools in the future.

Purpose: This study aimed to systematically evaluate the effectiveness of case-based learning (CBL) within a basic-clinical integrated educational program using the Context, Input, Process, and Product (CIPP) evaluation model. Methods: The CBL program was integrated into the Pharmacology–Clinical Case Practice component of the pharmacology course, a mandatory course for first-year medical students. To evaluate the program, a CIPP model-based questionnaire was developed, assessing needs, goals, resources, educational management, and outcomes. To ensure the reliability and validity of the variables, factor analysis was performed, reducing an initial set of 28 items to 18 final observation variables distributed across four factors. The survey, designed to measure learner satisfaction, was administered to 37 students who participated in the Pharmacology–Clinical Case Practice course during the first semester of 2022. Results: Participants rated their satisfaction with the CBL program based on the CIPP model (on a 5-point scale), giving an average score of 4.17. This suggests that learners who followed the CBL program combining basic and clinical components generally found the program operationally effective with positive outcomes. Conclusion The teaching model and evaluation model applied in this study can be utilized in various majors when operating CBL classes that link basic and clinical education in medical schools in the future.

Purpose: This study aimed to systematically evaluate the effectiveness of case-based learning (CBL) within a basic-clinical integrated educational program using the Context, Input, Process, and Product (CIPP) evaluation model. Methods: The CBL program was integrated into the Pharmacology–Clinical Case Practice component of the pharmacology course, a mandatory course for first-year medical students. To evaluate the program, a CIPP model-based questionnaire was developed, assessing needs, goals, resources, educational management, and outcomes. To ensure the reliability and validity of the variables, factor analysis was performed, reducing an initial set of 28 items to 18 final observation variables distributed across four factors. The survey, designed to measure learner satisfaction, was administered to 37 students who participated in the Pharmacology–Clinical Case Practice course during the first semester of 2022. Results: Participants rated their satisfaction with the CBL program based on the CIPP model (on a 5-point scale), giving an average score of 4.17. This suggests that learners who followed the CBL program combining basic and clinical components generally found the program operationally effective with positive outcomes. Conclusion The teaching model and evaluation model applied in this study can be utilized in various majors when operating CBL classes that link basic and clinical education in medical schools in the future.

Purpose: This study aimed to systematically evaluate the effectiveness of case-based learning (CBL) within a basic-clinical integrated educational program using the Context, Input, Process, and Product (CIPP) evaluation model. Methods: The CBL program was integrated into the Pharmacology–Clinical Case Practice component of the pharmacology course, a mandatory course for first-year medical students. To evaluate the program, a CIPP model-based questionnaire was developed, assessing needs, goals, resources, educational management, and outcomes. To ensure the reliability and validity of the variables, factor analysis was performed, reducing an initial set of 28 items to 18 final observation variables distributed across four factors. The survey, designed to measure learner satisfaction, was administered to 37 students who participated in the Pharmacology–Clinical Case Practice course during the first semester of 2022. Results: Participants rated their satisfaction with the CBL program based on the CIPP model (on a 5-point scale), giving an average score of 4.17. This suggests that learners who followed the CBL program combining basic and clinical components generally found the program operationally effective with positive outcomes. Conclusion The teaching model and evaluation model applied in this study can be utilized in various majors when operating CBL classes that link basic and clinical education in medical schools in the future.