Assessment Of Reproducibility Of Sanders Classification For Calcaneal Fractures

To assess intra- and interobserver reproducibility of Sanders Classification System of calcaneal fractures among experienced and less experienced observers. Methods: Forty-six CT scans of intra-articular calcaneal fractures were reviewed. Four observers, two with ten years of experience in foot and ankle surgery and two third-year residents in Orthopedics and Traumatology classified the fractures on two separate occasions three weeks apart from each other. The intra and inter-observer reliability was analyzed using the Kappa index. Results: There was good intraobserver reliability for the two experienced observers and one less experienced observer (Kappa values 0.640, 0.632 and 0.629, respectively). The interobserver reliability was fair between the experienced observers (Kappa = 0.289) and moderate among the less experienced observers (Kappa = 0.527). Conclusions: The Sanders Classification System showed good intraobserver reliability, but interobserver reproducibility below the ideal level, both among experienced and less experienced observers.242909

Transcranial direct current stimulation as an add-on treatment to cognitive-behavior therapy in first episode drug-naive major depression patients: the ESAP study protocol

Background: Major Depressive Disorder (MDD) affects more than 264 million people worldwide. Current treatments include the use of psychotherapy and/or drugs, however similar to 30% of patients either do not respond to these treatments, or do not tolerate the side effects associated to the use of pharmacological interventions. Thus, it is important to study non-pharmacological interventions targeting mechanisms not directly involved with the regulation of neurotransmitters. Several studies demonstrated that transcranial Direct Current Stimulation (tDCS) can be effective for symptoms relief in MDD. However, tDCS seems to have a better effect when used as an add-on treatment to other interventions.Methods/Design: This is a study protocol for a parallel, randomized, triple-blind, sham-controlled clinical trial in which a total of 90 drug-naive, first-episode MDD patients (45 per arm) will be randomized to one of two groups to receive a 6-weeks of CBT combined with either active or sham tDCS to the dorsolateral prefrontal cortex (DLPFC). The primary outcome will depressive symptoms improvement as assessed by the Montgomery-Asberg Depression Rating Scale (MADRS) at 6-weeks. The secondary aim is to test whether CBT combined with tDCS can engage the proposed mechanistic target of restoring the prefrontal imbalance and connectivity through the bilateral modulation of the DLPFC, as assessed by changes over resting-state and emotional task eliciting EEG.Discussion: This study evaluates the synergetic clinical effects of CBT and tDCS in the first episode, drug-naive, patients with MDD. First episode MDD patients provide an interesting opportunity, as their brains were not changed by the pharmacological treatments, by the time course, or by the recurrence of MDD episodes (and other comorbidities).This work was partially supported by FEDER funds through the Programa Operacional Factores de Competitividade-COMPETE and by national funds through FCT-Fundacao para a Ciencia e a Tecnologia through the calls IF/00091/2015 and PTDC/PSI-ESP/29701/2017. The sponsors had no role in the study design, implementation, data analysis or publication

Problem-based learning - A proposal for structuring PBL and its implications for learning among students in an undergraduate management degree program

Abstract Purpose –The purpose of this paper is to present a proposal for structuring the use of problem-based learning (PBL) as an active teaching strategy and assess PBL’s implications for student learning in the undergraduate management degree program of a federal university in Northeastern Brazil. PBL can turn students into active subjects in their own learning and promote the development of decision-making abilities through the identification and analysis of real problems. Design/methodology/approach – The study follows the assumptions of qualitative research and uses the action research approach. The data were collected through reflective reports (texts freely written by students describing their experiences in a course) and through interviews. The collected material formed the basis for analysis and discussion of the results using content analysis. Findings – The results indicate that the PBL teaching strategy has positive implications for student learning in that it promotes the integration of theory and practice, which enhances the motivation to learn. The students perceived the practical aspect, teamwork and presence of an entrepreneur/manager in the PBL classes as factors facilitating learning. By contrast, teamwork and the time involved were seen as factors limiting learning. Practical implications – The use of PBL demonstrates its potential for learning through the integration of students’ cognitive, behavioral and social dimensions, fostering closer integration with the context of professional activity. The presence of entrepreneurs/managers who present real problems to be analyzed by the students in the classroom can contribute significantly to the promotion of learning and reflection by undergraduate management students. Originality/value – The results of this study reveals its originality and value to management education in Brazil because it defines a framework for the implementation of PBL as an active learning strategy in a management program, it indicates the potential of PBL for the development of students’ competencies, it increases the potential for integrating theory with professional practice and it can aid the process of training teachers as they assess the implications of PBL for student learning

2D Modeling of HTS Coils with T-A Formulation: How to Handle Different Coupling Scenarios

Numerical models based on the finite-element method (FEM) are popular tools for investigating the macroscopic electromagnetic behavior of high-temperature superconductor (HTS) applications. This article explains how to use the T-A formulation for modeling HTS coils in 2D with different coupling scenarios between the turns. First we consider a racetrack coil wound from one piece of superconducting tape. Then we consider a coil obtained by winding a cable composed of different HTS tapes. In the latter case, the tape turns are either electrically connected along their entire length or just at the two ends of the coil: in the model, these two different types of electrical connection are implemented with the help of the electrical circuit module. The current density distributions and the AC losses of the coils in the different coupling scenarios are compared and discussed. The limits of applicability of the presented approach are pointed out. The model is developed for the straight section of racetrack coils, but can be easily adapted to axisymmetric geometries

Da ideia ao conceito de produto : o uso de técnicas criativas combinadas para auxiliar no processo de desenvolvimento de novos produtos de design

A criatividade é um fator essencial para a competitividade dos produtos e o sucesso das empresas. Existe uma série de técnicas criativas que podem ser utilizadas por equipes de projeto de produto. Porém, ocorrem dificuldades na aplicação sistemática dessas técnicas no momento de gerar as concepções de projeto. O objetivo deste trabalho é discutir o uso de técnicas criativas para a geração de ideias de produtos durante o Processo de Desenvolvimento de Produtos (PDP). Foi realizado um estudo experimental por meio do desenvolvimento de um produto que auxilie no transporte de crianças. O desenvolvimento do produto foi realizado até a etapa de projeto conceitual. Para isso, foi utilizado o jogo Creative Sketch na geração de ideias, assim como, técnicas de avaliação e seleção de concepções de projeto para eleger as concepções mais adequadas aos requisitos de projeto. A utilização do jogo possibilitou a geração de 72 ideias em um curto período de tempo. Além do jogo, utilizaram-se o método da síntese funcional e a técnica da matriz morfológica para a geração de alternativas, assim como o método de Pugh para a seleção das melhores alternativas. Como resultado desse processo obtiveram-se duas concepções de produto que atenderam aos requisitos de projeto estabelecidos.Creativity is a key factor for the competitiveness of products and business success. There are a number of creative techniques that can be used by product design teams. However, there are difficulties in the systematic application of these techniques while generating the project conceptions. The objective of this paper is to discuss the use of creative techniques for generating product ideas during the Product Development Process (PDP). An experimental study was conducted by developing a product that assists in the transport of children. The development was carried out until the stage of conceptual design. For this, the game Creative Sketch was used in the generation of ideas. Technical evaluation and selection of project concepts were also used to elect the conceptions most appropriate to the project requirements. The game allowed the generation of 72 ideas in a short period of time. The method of functional synthesis and the technique of morphological matrix were also used for generating ideas. The Pugh method was used for the selection of alternatives. As a result of this process were obtained two conceptions of product that met the requirements established project

A proposal for structuring PBL and its implications for learning among students in an undergraduate management degree program

Purpose – The purpose of this paper is to present a proposal for structuring the use of problem-based learning (PBL) as an active teaching strategy and assess PBL’s implications for student learning in the undergraduate management degree program of a federal university in Northeastern Brazil. PBL can turn students into active subjects in their own learning and promote the development of decision-making abilities through the identification and analysis of real problems. Design/methodology/approach – The study follows the assumptions of qualitative research and uses the action research approach. The data were collected through reflective reports (texts freely written by students describing their experiences in a course) and through interviews. The collected material formed the basis for analysis and discussion of the results using content analysis. Findings – The results indicate that the PBL teaching strategy has positive implications for student learning in that it promotes the integration of theory and practice, which enhances the motivation to learn. The students perceived the practical aspect, teamwork and presence of an entrepreneur/manager in the PBL classes as factors facilitating learning. By contrast, teamwork and the time involved were seen as factors limiting learning. Practical implications – The use of PBL demonstrates its potential for learning through the integration of students’ cognitive, behavioral and social dimensions, fostering closer integration with the context of professional activity. The presence of entrepreneurs/managers who present real problems to be analyzed by the students in the classroom can contribute significantly to the promotion of learning and reflection by undergraduate management students. Originality/value – The results of this study reveals its originality and value to management education in Brazil because it defines a framework for the implementation of PBL as an active learning strategy in a management program, it indicates the potential of PBL for the development of students’ competencies, it increases the potential for integrating theory with professional practice and it can aid the process of training teachers as they assess the implications of PBL for student learning