Sit-to-stand is an indispensable functional activity in human daily life, which requires high muscle strength, not only to control the lower limbs, but also to ensure the stable ascension of the trunk. This paper describes in detail the trajectory and speed of the joints through the human sit-to-stand test, analyzes the change rule of the angle of the joints, the angular velocity and the position of the center of mass in the human sit-to-stand, and records in detail the change of the plantar pressure of the subjects in this process. Through the study on joint motion and plantar pressure changes in the process of sit-to-stand, this paper summarizes the kinematics of human body in this process, aiming to provide a basis through the results of this paper for the design of human sit-to-stand assistive devices, which may be used in the future to analyze the sit-to-stand state of patients with lower limb disorders, and carry out the corresponding treatment and rehabilitation training.
Humans ; Biomechanical Phenomena ; Foot/physiology* ; Pressure ; Standing Position ; Adult ; Posture/physiology* ; Movement/physiology* ; Sitting Position

Objective To compare the application effect between problem-based learning (PBL) and traditional teaching in cardiovascular intervention . Methods 39 training physicians were divided randomly into the PBL group (n=20) and control group (n=19). The control group was trained with the tradi-tional teaching method while PBL group used PBL seven step method, namely they were trained through the process of clarifying unfamiliar terms—defining the problem—brainstorming—restructuring problem—defining learning goals—collecting information, personal learning, information sharing, and group discus-sion. After the end of the training, the two groups were tested by using the unified test questions and skills test, and the questionnaire survey of teaching satisfaction. SPSS 18.0 was used to do line t test or chi square test to the data of both groups. Results PBL group training physicians' cardiovascular intervention oper-ation [(30.07±1.67) vs. (28.54±1.98), P=0.036], their comprehensive analysis of clinical cases, [(34.47± 1.77) vs. (32.08 ±1.80), P=0.002], and the total score [(86.47 ±2.75) vs. (82.23 ±3.63), P=0.002], were better than the control group, and the difference was statistically significant. The survey results showed that the PBL group's evaluation on how the teaching methods stimulate the training physicians' interest in learning, enhance their ability of independent thinking and cultivate their teamwork ability, improve their language expression and clinical thinking and other aspects was higher than the control group (P<0.05).
Conclusion Compared with the traditional teaching, the application effect of PBL in the training of car-diovascular intervention can better exert training physicians' subjective initiative and improve the teaching effect.