Evaluation of Dynamic Foraminal Stenosis with Positional MRI in Patients with C6 Radiculopathy-Mimicking Pain: A Prospective Radiologic Cohort Study

Objective. Patients with a C6 radiculopathy-mimicking complaint are always in the gray zone if the diagnosis is not clear. The aim of the study is to make the diagnosis clear if the neck and shoulder pain is caused by a dynamic stenosis of the neural foramen at the C5-C6 level. Methods. Patients with a C6 radiculopathy-mimicking complaint were included in the study. Patients had a cervical spine magnetic resonance imaging (MRI) at the normal limits, or a minimal protrusion at the C5-C6 level underwent a dynamic MRI procedure. We measured the foraminal area and spinal cord diameter (SCD) at the C5-C6 level by using the PACS system ROI irregular are determination integral embedded to PACS. Inter- and intraobserver reliability of measurements was evaluated. Results were analyzed statistically, and a p value< 0.05 was accepted as statistically meaningful. Results. A total of 23 patients between January 2019 and June 2019 were included in the study. There were 10 men and 13 women, and the mean age was 41.3 (range 33-53). Foraminal area decrease at C5-C6 in extension and increase in flexion when compared with the neutral position was statistically significant (p[removed]0.05). Interobserver and intraobserver reliability of measurements were classified as in almost perfect agreement. Conclusions. Our present work presented dynamic and positional foraminal changes in MRI with radiculopathy-mimicking patients. Soever, we did not find a difference between the clinical complaint side and the opposite side in radiculopathy-mimicking patients. Cervical radiculopathy pain should not be attributed only to foraminal sizes. PACS embedded irregular area measurement integral allows the easy measure of a big number of patients without additional set-up and digital work requirements. © 2022 Ozcan Kaya et al

Epulis Fissuratum

‘Enflamatuar fibröz hiperplazi’ olarak da isimlendirilen ‘epulis fissuratum’ oral mukozanın hiperplastik lezyonları başlığı altında sınıflanan, oral mukozanın kronik irritasyonu sonucu oluşan ve klinik olarak spesifik özellikleri olmayan lezyonlardır. Sıklıkla 5-7. dekatlarda, protez kullanımı sonucu oluşmaktadırlar. Bu lezyonlar maksiller/mandibüler vestibül ya da alveoler köprünün lingual yüzünde hiperplastik doku katlantı dizileri olarak görülürler. Genellikle sert kıvamlı ve koyu kırmızı görünümdedirler, boyutları gelişim süresine ve travma derecesine bağlıdır. Malign dejenerasyon riskinin gerçek oranları bilinmemektedir. Bu nedenle tedavisi irritasyonun ortadan kaldırılarak lezyonun eksize edilmesidir. Bu yazıda üst alveolar arkta kitle ile başvuran 76 yaşındaki bayan hasta sunuldu. Hastanın kitlesi eksize edildi, histopatolojik inceleme sonucu epulis fissuratum olarak rapor edildi. Bu olgu nedeniyle ‘epulis fissuratum’ literatür gözden geçirilerek tartışıldı

Servikal Ranula: Bir Olgu Sunumu

Plunging veya servikal ranula sublingual bezden kaynaklanan ve mylohyoid kası içinden uzanım gösteren nadir görülen bir mukus ekstravazasyon kistidir. Mukus doku planlarını ayırarak aşağı doğru iner ve sıklıkla submental veya submandibular alanda şişlik olarak kendini gösterir. Tedavide ile seçenek plunging ranulanın cerrahi eksizyonudur. Basit eksizyon, marsüpiyalizasyon ve intraoral veya servikal yaklaşımla ranula ve sublingual gland eksizyonu gibi çeşitli cerrahi varyasyonlar bulunmaktadır. Bu tedavi seçeneklerine rağmen hastaların bir kısmında rekürrens görülmekte ve daha büyük lezyonlar ortaya çıkabilmektedir. Skleroterapi cerrahi önerilmeden önce primer tedavide kullanılabilecek potansiyel küratif bir tedavi prosedürüdür. Tedavisinde servikal yaklaşım ile sublingual gland ve plunging ranulanın total eksizyonu uygulanan bir olgu sunuldu

İlköğretim ikinci kademe ve lise öğrencilerinin ders ve sınıf düzeylerine göre öğrenme stratejileri ve güdülenme düzeylerinin belirlenmesi

Academic motivation and learning strategies are important factors to be successful in formal education process. Students who are motivated and select and use appropriate learning strategies be able to be successful in formal education process and life long learning. For this reason, investigating the students&rsquo; motivation and learning strategies subscale scores according to course types and class levels are very important. The purpose of this study was to reveal primary and secondary school students&rsquo; positions relating to expectancy, value and affect as motivational factors and cognitive, metacognitive and resource management as learning strategies factors. Two subscales of expectancy components are students&rsquo; perceptions of self efficacy and control beliefs for learning. Three subscales measuring the value beliefs are intrinsic goal orientation, extrinsic goal orientation and task value. The third motivational construct is affect, and it is measured by scale of test anxiety. The scales measuring use of cognitive strategies are rehearsal, elaboration and critical thinking. The second general category is metacognitive strategies which are measured by one subscale concerning the use of strategies that help students control and regulate their own cognition. The third general strategy category is resource management which includes managing study environment and time, effort management, peer learning and help seeking. The sample of the study was 12-18-year-old students in Ankara with three primary schools and three secondary schools. Secondary schools were limited with general high school, Anatolian high school and science high school. The scale was administrated to 1150 students and analysis was done on valid data of 792 students for motivation subscale and 1110 students for learning strategies subscale. Motivated Strategies for Learning Questionnaire which was originally developed by Pintrich, Smith, Garcia and McKeachie (1991), adopted into 12-18 year old students by B&uuml;y&uuml;k&ouml;zt&uuml;rk, Akg&uuml;n, Karadeniz, Kılı&ccedil; and Demirel (2007) was used for collecting the data.&nbsp; According to results, students&rsquo; motivational factors and level of learning strategies generally decrease by increasing class levels.G&uuml;d&uuml;lenme ve &ouml;ğrenme stratejileri akademik başarının &ouml;nemli etmenleridir. G&uuml;d&uuml;lenmiş ve uygun &ouml;ğrenme stratejilerini se&ccedil;ip kullanabilen &ouml;ğrenciler hem okul yaşantılarında hem de gelecek yaşantılarında daha başarılı olabilmektedirler. Bu nedenle ilk&ouml;ğretim ve lise d&uuml;zeyindeki &ouml;ğrencilerin g&uuml;d&uuml;lenme t&uuml;r ve d&uuml;zeylerinin ve kullandıkları &ouml;ğrenme stratejilerinin derslere ve sınıflara g&ouml;re incelenmesi gerekli &ouml;nemli bir konudur. Bu araştırmanın amacı ilk&ouml;ğretim ve lise &ouml;ğrencilerinin değer, beklenti ve duyuşsal g&uuml;d&uuml;lenme fakt&ouml;rleri ile bilişsel, metabilişsel ve kaynak y&ouml;netimine ilişkin &ouml;ğrenme stratejileri fakt&ouml;rleri a&ccedil;ısından durumlarını ortaya koymaktır. &ldquo;Değer fakt&ouml;rleri&rdquo;; i&ccedil;sel hedef d&uuml;zenleme, dışsal hedef d&uuml;zenleme ve g&ouml;rev değeri, &ldquo;Beklenti&rdquo; fakt&ouml;rleri; &ouml;ğrenme ve performansla ilgili &ouml;zyeterlik algısı ve &Ouml;ğrenmeye ilişkin Kontrol İnancı ve &ldquo;Duyuşsal&rdquo; fakt&ouml;r ise Sınav Kaygısı&rsquo;dır. Bilişsel Stratejiler fakt&ouml;r&uuml; altında yineleme, ayrıntılandırma, d&uuml;zenleme ve eleştirel d&uuml;ş&uuml;nme stratejileri; Metabilişsel Stratejiler fakt&ouml;r&uuml; altında planlama, izleme ve d&uuml;zenleme ve Kaynak Y&ouml;netimi fakt&ouml;r&uuml;nde ise zaman ve &ccedil;alışma ortamı y&ouml;netimi, &ccedil;aba y&ouml;netimi, akran işbirliği y&ouml;netimi ve yardım isteme yer almaktadır. Araştırma tarama modelidir. Araştırmanın evreni Ankara ili merkezindeki ilk&ouml;ğretim okullarının ikinci kademesinde ve orta&ouml;ğretim kurumlarında okumakta olan 12-18 yaş arası &ouml;ğrencilerden oluşmaktadır. Bu evrenden se&ccedil;ilen &uuml;&ccedil; ilk&ouml;ğretim okulu ve &uuml;&ccedil; lise araştırmanın &ouml;rneklemini oluşturmaktadır. Lise &ouml;rneklemi, genel lise, anadolu lisesi ve fen liseleri ile sınırlandırılmıştır. &Ouml;l&ccedil;ek bu okullarda okuyan 1150 &ouml;ğrenci &uuml;zerinde uygulanmış ancak ge&ccedil;ersiz formlar ve u&ccedil; değerler atıldıktan sonra analizler g&uuml;d&uuml;lenme boyutu i&ccedil;in 792, &ouml;ğrenme stratejileri boyutu i&ccedil;in ise 1110 &ouml;ğrencinin verileri &uuml;zerinden ger&ccedil;ekleştirilmiştir. Verilerin toplanmasında B&uuml;y&uuml;k&ouml;zt&uuml;rk, Akg&uuml;n, Karadeniz, Kılı&ccedil; ve Demirel (2007) tarafından 12&ndash;18 yaş i&ccedil;in İngilizce&rsquo;den T&uuml;rk&ccedil;e&rsquo;ye uyarlanan ve doğrulayıcı fakt&ouml;r analizi yapılarak ge&ccedil;erli bir yapıya sahip olduğu belirlenen &ldquo;G&uuml;d&uuml;lenme ve &Ouml;ğrenme Stratejileri &Ouml;l&ccedil;eği (Motivated Strategies for Learning Questionnaire)&rdquo; kullanılmıştır. Araştırma sonu&ccedil;ları alt sınıftaki &ouml;ğrencilerin g&uuml;d&uuml;lenme ve &ouml;ğrenme stratejileri d&uuml;zeylerinin genel olarak &uuml;st sınıftaki &ouml;ğrencilere g&ouml;re daha iyi olduğunu g&ouml;stermektedir

Comparison of the Effectiveness of Stabilization and Isokinetic Exercise Programs in Patients With Chronic Lumbar Pain

Objective: To compare dynamic lumbar stabilization and isokinetic exercise programs in patients with chronic lumbar pain. Design: Randomized controlled study. Setting: Exercise treatment.Participants: 84 patients between the ages of 18 and 55 years with complaints of lumbar pain due to at least 3 months of lumbar diskal hernia and who did not have any neurologic deficits.Interventions: Group 1 was given dynamic lumbar stabilization (DLS) exercises and lumbar school education (LSE) 3d/wk, 1h/d for a period of 6 weeks. Group 2 was given isokinetic exercises and LSE 3d/wk, 30min/d for a period of 6 weeks. Group 3 (control) was given only LSE. Main Outcome Measures: Visual analog scale (VAS), angular velocities of 90°/s and 120°/s performedby Biodex System 3 Pro isokinetic dynamometer, and lifting capacity with progressive isoinertial lifting evaluation (PILE). Results: Group 1 was the best, followed by group 2 and group 3 (P.01). Significant improvement in VAS was observed in groups 1 and 2; in group 3, there was only posttreatment improvement and improvement was not maintained at month 3. When muscle strength and endurance results were compared, increase in muscle strength and endurance values in group 2 was higher compared with the other groups. The 90° extension peak torque results performed in group 2 in month 3 were statistically significant compared with the other groups. In the PILE lifting capacity, more improvement was detected in the groups 1 and 2 compared with the control group (P.05). Conclusion: The DLS and isokinetic exercise program had positive effects on lifting capacity, skeletal muscle power, and endurance in patients with chronic lumbar disk hernia. Key Words: Education; Exercise; Low back pain; Rehabilitation; Treatment outcome. Poster 5

Kulak Lobülünde Pilomatriksoma: Olgu Sunumu

Pilomatriksoma (Malherbe’nin kalsifiye epitelyoması), selim kalsifiye epitelyal tümördür. Kıl folikülü matriksinden köken alır. Çocuklarda baş boyun bölgesinde, soliter subkutan kitle şeklinde klinik verir. Ayırıcı tanıda akılda tutulmadığı zaman sıklıkla yanlış tanı alır. Tedavisi cerrahidir. Bu makalede kulak lobülünde sert kitle ile kliniğimize başvuran pediatrik hasta sunulmuş ve pilomatriksoma klinik ve patolojik özellikleri ile gözden geçirilmiştir

Advancement in protocol for in vitro seed germination, regeneration, bulblet maturation, and acclimatization of Fritillaria persica

WOS:000378689600017The present study addressed the successful in vitro seed germination, bulblet regeneration, increased bulblet size, hardening, and acclimatization of Persian lily (Fritillaria persica). Seed germination rate was recorded as 86.7% and 96.7% after 2 and 3 months of cold treatment at 4 &deg;C, respectively. Bulblet explants taken from a germination experiment were cultured on Murashige and Skoog (MS) medium supplemented with 0.5-2.0 mg/L thidiazuron (TDZ). Maximum bulblet regeneration frequency and bulblets per explants were achieved on a medium containing 2.0 mg/L TDZ. Leaf disc and leaf scale explants isolated from germinated seedlings were also cultured on MS medium containing 2-6 mg/L 2,4-dichlorophenoxyacetic acid (2,4-D) with a constant concentration of 0.2 mg/L kinetin. Both explants yielded the highest bulblet regeneration on MS medium containing 2 mg/L 2,4-D and 0.2 mg/L kinetin. A combination of 1.5 g/L agar and 1.6 g/L GELRITE resulted in a maximum bulblet diameter with a higher number of roots. The addition of 10 g/L NaCl to the culture medium resulted in the best root and leaf formation and secondary bulblet regeneration. Exposure of regenerated bulblets to 10 g/L NaCl at 4 &deg;C for 2 months on a medium with 20 g/L sucrose was also found to be beneficial for acclimatization