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1.
从膝关节的解剖特点、运动特点、损伤因素、损伤类型、治疗和恢复五个方面对膝关节运动损伤进行分析。发现膝关节是人体结构最复杂、关节最大、杠杆作用最强而最易受伤的关节,具有屈伸和旋内旋外的运动特点,损伤类型包括内侧副韧带损伤、半月板损伤、髌股疼痛综合症等,对膝关节损伤提出相应的治疗和恢复措施。  相似文献   

2.
Advances in computer and interface technologies have made it possible to create three‐dimensional (3D) computerized models of anatomical structures for visualization, manipulation, and interaction in a virtual 3D environment. In the past few decades, a multitude of digital models have been developed to facilitate complex spatial learning of the human body. However, there is limited empirical evidence to guide the development and integration of effective computer models for teaching and learning. The purpose of this article is to describe the development of a dynamic head and neck model with flexible displays (2D, 3D, and stereoscopic 3D) and interactive control features that can be later used to design and test the efficacy of computer models as a means of improving student learning. The model was created using computer tomography scans of a human cadaver. Anatomical structures captured on the scans were segmented into discreet areas, and then reconstructed in three‐dimensions using specialized software. The final model consists of 70 distinct anatomical structures that can be displayed in 2D, 3D, or stereoscopic 3D. In 3D mode, a mouse can be used to actively and continuously interact with the model by manipulating viewer orientation, altering surface transparency, superimposing 2D scans with 3D reconstructions, removing or adding structures sequentially, and customizing animated scenes to show complex anatomical pathways or relationships. Anat Sci Educ 2: 294–301, 2009. © 2009 American Association of Anatomists.  相似文献   

3.
目的：比较多种模式联合镇痛与单纯术后镇痛在膝关节置换术中的镇痛效果。方法：选取2009年1月至2013年8月入院拟行人工全膝关节置换术的患者共80例,随机分为多种模式联合镇痛组（A组）及单纯术后镇痛组（B组）。分别记录两组患者术后各时间段静息痛的疼痛评分、膝关节活动度进行统计学分析。结果：A组与B组患者术后72 h内各时间段疼痛评分,差异有统计学意义（P〈0.05）,术后72 h内两组患者膝关节活动度,差异有统计学差异（P〈0.05）。结论：多种模式联合镇痛应用于膝关节置换术围手术期镇痛及促进患者术后早期膝关节主动活动是有效、安全的。具有使用安全、副作用少、易于推广的特点。  相似文献   

4.
In recent decades, three-dimensional (3D) printing as an emerging technology, has been utilized for imparting human anatomy knowledge. However, most 3D printed models are rigid anatomical replicas that are unable to represent dynamic spatial relationships between different anatomical structures. In this study, the data obtained from a computed tomography (CT) scan of a normal knee joint were used to design and fabricate a functional knee joint simulator for anatomical education. Utility of the 3D printed simulator was evaluated in comparison with traditional didactic learning in first-year medical students (n = 35), so as to understand how the functional 3D simulator could assist in their learning of human anatomy. The outcome measure was a quiz comprising 11 multiple choice questions based on locking and unlocking of the knee joint. Students in the simulation group (mean score = 85.03%, ±SD 10.13%) performed significantly better than those in the didactic learning group, P < 0.05 (mean score = 70.71%, ±SD 15.13%), which was substantiated by large effect size, as shown by a Cohen’s d value of 1.14. In terms of learning outcome, female students who used 3D printed simulators as learning aids achieved greater improvement in their quiz scores as compared to male students in the same group. However, after correcting for the modality of instruction, the sex of the students did not have a significant influence on the learning outcome. This randomized study has demonstrated that the 3D printed simulator is beneficial for anatomical education and can help in enriching students’ learning experience.  相似文献   

5.
The efficacy of clay modeling compared with cat dissection for human muscle identification was examined over two semesters at LaGuardia Community College in Queens, NY. The 181 students in 10 sections in this study were randomly distributed into control (cat dissection) and experimental (clay modeling) groups, and the results of the muscle practical examination were analyzed. The clay‐modeling group was significantly better at identifying human muscles on human models than the cat‐dissection group, and was as good at identifying muscles on their self‐made clay mannequins as the cat‐dissection group was at identifying cat muscle on their specimens. This study demonstrated that clay modeling is more effective than cat dissection for learning human muscles at the community college level. Anat Sci Ed 2:19–23, 2009. © 2009 American Association of Anatomists.  相似文献   

6.
Much research has shown the benefits of additional anatomical learning and dissection beyond the first year of medical school human gross anatomy, all the way through postgraduate medical training. We have developed an interactive method for teaching eye and orbit anatomy to medical students in their ophthalmology rotation at Duke University School of Medicine. We provide review lectures on the detailed anatomy of the adult human eye and orbit as well as the developmental anatomy of the eye. These lectures are followed by a demonstration of the anatomy of the orbit using conventional frontal and superior exposures on a prosected human cadaver. The anatomy is projected onto a large LCD screen using a mounted overhead camera. Following a brief lecture on clinically relevant anatomy, each student then dissects a fresh porcine (pig) eye under low magnification using a dissecting microscope. These dissections serve to identify structures extrinsic to the eyeball, including extraocular muscle attachments, small vessels, optic nerve stalk, and fascial sheath of the eyeball (Tenon's fascia). Dissection then shifts to the internal anatomy of the eyeball. The size and anatomy of the porcine eye is comparable with that of the human and the dissection provides students with a valuable hands‐on learning opportunity that is otherwise not available in embalmed human cadavers. Students and clinical faculty feedback reveal high levels of satisfaction with the presentation of anatomy and its scheduling early during the ophthalmology clerkship. Anat Sci Educ 2:173–178, 2009. © 2009 American Association of Anatomists.  相似文献   

7.
利用X线摄片测量，并运用STK录像分析系统，对膝关节运动的生物力学特性进行了定量研究，测量了动态、静态时的膝关节最大运动幅度以及参与膝关节运动的各肌肉长度变化、力臂变化．认为膝关节力学结构无性别差异，指出了各肌肉参与程度及达到最大力臂的位相顺序．  相似文献   

8.
Described in this article is a novel device that facilitates study of the cross‐sectional anatomy of the human head. In designing our device, we aimed to protect sections of the head from the destructive action of handling during anatomy laboratory while also ensuring excellent visualization of the anatomic structures. We used an electric saw to create 15‐mm sections of three cadaver heads in the three traditional anatomic planes and inserted each section into a thin, perforated display box made of transparent acrylic material. The thin display boxes with head sections are kept in anatomical order in a larger transparent acrylic storage box containing formaldehyde solution, which preserves the specimens but also permits direct observation of the structures and their anatomic relationships to each other. This box‐within‐box design allows students to easily view sections of a head in its anatomical position as well as to examine internal structures by manipulating individual display boxes without altering the integrity of the preparations. This methodology for demonstrating cross‐section anatomy allows efficient use of cadaveric material and technician time while also giving learners the best possible handling and visualization of complex anatomic structures. Our approach to teaching cross‐sectional anatomy of the head can be applied to any part of human body, and the value of our device design will only increase as more complicated understandings of cross‐sectional anatomy are required by advances and proliferation of imaging technology. Anat Sci Educ 2010. © 2010 American Association of Anatomists.  相似文献   

9.
The inherent spatial complexity of the human cerebral ventricular system, coupled with its deep position within the brain, poses a problem for conceptualizing its anatomy. Cadaveric dissection, while considered the gold standard of anatomical learning, may be inadequate for learning the anatomy of the cerebral ventricular system; even with intricate dissection, ventricular structures remain difficult to observe. Three-dimensional (3D) computer reconstruction of the ventricular system offers a solution to this problem. This study aims to create an accurate 3D computer reconstruction of the ventricular system with surrounding structures, including the brain and cerebellum, using commercially available 3D rendering software. Magnetic resonance imaging (MRI) scans of a male cadaver were segmented using both semiautomatic and manual tools. Segmentation involves separating voxels of different grayscale values to highlight specific neural structures. User controls enable adding or removing of structures, altering their opacity, and making cross-sectional slices through the model to highlight inner structures. Complex physiologic concepts, such as the flow of cerebrospinal fluid, are also shown using the 3D model of the ventricular system through a video animation. The model can be projected stereoscopically, to increase depth perception and to emphasize spatial relationships between anatomical structures. This model is suited for both self-directed learning and classroom teaching of the 3D anatomical structure and spatial orientation of the ventricles, their connections, and their relation to adjacent neural and skeletal structures.  相似文献   

10.
Increasing number of medical students and limited availability of cadavers have led to a reduction in anatomy teaching through human cadaveric dissection. These changes triggered the emergence of innovative teaching and learning strategies in order to maximize students learning of anatomy. An alternative approach to traditional dissection was presented in an effort to improve content delivery and student satisfaction. The objective of this study is to acquire three-dimensional (3D) anatomical data using structured-light surface scanning to create a dynamic four-dimensional (4D) dissection tool of four regions: neck, male inguinal and femoral areas, female perineum, and brachial plexus. At each dissection step, identified anatomical structures were scanned using a 3D surface scanner (Artec Spider™). Resulting 3D color meshes were overlaid to create a 4D (3D+time) environment. An educational interface was created for neck dissection. Its implementation in the visualization platform allowed 4D virtual dissection by navigating from surface to deep layers and vice versa. A group of 28 second-year medical students and 17 first-year surgery residents completed a satisfaction survey. A majority of medical students (96.4%) and 100% of surgery residents said that they would recommend this tool to their colleagues. According to surgery residents, the main elements of this virtual tool were the realistic high-quality of 3D acquisitions and possibility to focus on each anatomical structure. As for medical students, major elements were the interactivity and entertainment aspect, precision, and accuracy of anatomical structures. This approach proves that innovative solutions to anatomy education can be found to help to maintain critical content and student satisfaction in anatomy curriculum.  相似文献   

11.
Anatomy instruction has evolved over the past two decades as many medical schools have undergone various types of curricular reform. To provide empirical evidence about whether or not curricular changes impact the acquisition and retention of anatomy knowledge, this study investigated the effect of variation in gross anatomy course hours, curricular approach (stand‐alone versus integrated), and laboratory experience (dissection versus dissection and prosection) on USMLE Steps 1 and 2 Clinical Knowledge (CK) scores. Gross anatomy course directors at 54 United States schools provided information about their gross anatomy courses via an online survey (response rate of 42%). Survey responses were matched with USMLE scores for 6,411 examinees entering LCME‐accredited schools in 2007 and taking Step 1 for the first time in 2009. Regression analyses were conducted to examine relationships between gross anatomy instructional characteristics and USMLE performance. Step 1 total scores, Step 1 gross anatomy sub‐scores, and Step 2 CK scores were unrelated to instructional hours, controlling for MCAT scores. Examinees from schools with integrated curricula scored slightly lower on Steps 1 and 2 CK than those from stand‐alone courses (effect sizes of 2.1 and 1.9 on score scales with SDs of 22 and 20, respectively). Examinees with dissection and prosection experience performed slightly better on Step 2 CK than examinees in courses with dissection only laboratories (effect size of 1.2). Results suggest variation in course hours is unrelated to performance on Steps 1 and 2 CK. Although differences were observed in relation to curricular approach and laboratory experience, effect sizes were small. Anat Sci Educ 6: 3–10. © 2012 American Association of Anatomists.  相似文献   

12.
Three-dimensional (3D) or volumetric visualization is a useful resource for learning about the anatomy of the human brain. However, the effectiveness of 3D spatial visualization has not yet been assessed systematically. This report analyzes whether 3D volumetric visualization helps learners to identify and locate subcortical structures more precisely than classical cross-sectional images based on a two dimensional (2D) approach. Eighty participants were assigned to each experimental condition: 2D cross-sectional visualization vs. 3D volumetric visualization. Both groups were matched for age, gender, visual-spatial ability, and previous knowledge of neuroanatomy. Accuracy in identifying brain structures, execution time, and level of confidence in the response were taken as outcome measures. Moreover, interactive effects between the experimental conditions (2D vs. 3D) and factors such as level of competence (novice vs. expert), image modality (morphological and functional), and difficulty of the structures were analyzed. The percentage of correct answers (hit rate) and level of confidence in responses were significantly higher in the 3D visualization condition than in the 2D. In addition, the response time was significantly lower for the 3D visualization condition in comparison with the 2D. The interaction between the experimental condition (2D vs. 3D) and difficulty was significant, and the 3D condition facilitated the location of difficult images more than the 2D condition. 3D volumetric visualization helps to identify brain structures such as the hippocampus and amygdala, more accurately and rapidly than conventional 2D visualization. This paper discusses the implications of these results with regards to the learning process involved in neuroimaging interpretation.  相似文献   

13.
Objective: The purpose of this study was to measure the kinematics of the lower limbs of Chinese people during normal kneeling activity, as such data could be valuable in designing joint prosthesis and arthroplasty that meet the needs of Chinese citizens’ daily activities. Methods: Thirty young and twenty elderly Chinese participants with no personal history of joint diseases were recruited, and matched by age (average age: 23.8 years for the young group, 60.8 years for the elderly group). Each participant performed six trials during which three-dimensional (3D) kinematics data were collected and the means of the 3D angles of the ankle, knee, and hip joints of two groups were calculated. Results: There were no obvious differences between the two groups in the knee and ankle joints. The mean range of knee flexion was 139.6° for the young group and 140.9° for the elderly group. The mean range of ankle flexion was 35.7° for the young group and 37.6° for the elderly group. The maximal eccentric flexion at the hip joint was 67.5° for the young group compared to 100.5° for the elderly group. Conclusions: The elderly uses more hip flexion angles than the young when assuming the kneeling posture. The ranges of motion obtained during kneeling activity are greater than the reported mean ranges of motion achieved following joint arthroplasty. The data could be valuable in establishing criteria for lower limb prosthetics and rehabilitation protocol for the Chinese population.  相似文献   

14.
A simple dissection guide for the conduction system of the human heart is shown. The atrioventricular (AV) node, AV bundle, and right bundle branch were identified in a formaldehyde‐fixed human heart. The sinu‐atrial (SA) node could not be found, but the region in which SA node was contained was identified using the SA nodal artery. Gross anatomical observation of the conduction system is useful for understanding the structure and function of the heart. Anat Sci Ed 2:78–80, 2009. © 2009 American Association of Anatomists.  相似文献   

15.
Anatomy education in Pakistan is facing many of the same challenges as in other parts of the world. Roughly, a decade ago, all medical and dental colleges in Pakistan emphasized anatomy as a core basic discipline within a traditional medical science curriculum. Now institutions are adopting problem based learning (PBL) teaching philosophies, and since medical colleges in Pakistan first introduced PBL curricula that expose the basic sciences primarily in clinical contexts, the methods and extent of anatomy teaching have been topics of much debate. Many claim that PBL curricula dilute basic science education, especially anatomy. At the same time, classically trained faculty members with PhD in anatomy have become nearly extinct in Pakistan, with only four working in country. A third challenge currently facing anatomy education in Pakistan, as in many parts of the world, is an unavailability of cadavers for dissection. As more institutions adopt PBL curricula, as PhD anatomists are harder to find, and as cadavers for dissection become scarce, Pakistan and other countries around the world will have to seriously consider how they will sustain adequate anatomy education. Anat Sci Educ 2:193–194, 2009. © 2009 American Association of Anatomists.  相似文献   

16.
目的:观测类风湿关节炎(RA)患者关节液和血清基质金属蛋白酶-3(MMP-3)水平及得宝松、甲氨蝶呤联合关节腔注射治疗RA滑膜炎对MMP-3的影响,并探讨其作用机制.方法:选取类风湿关节炎滑膜炎患者48例,随机分为穿刺抽液并关节腔内注射得宝松、穿刺抽液并关节腔内注射得宝松和甲氨蝶呤2组,随访半年以上,应用酶联免疫吸附试验(ELISA)测定治疗前所有患者、治疗后复发患者再次穿刺治疗时血清和关节液MMP-3的水平以及6个月时随访到的患者的血清MMP-3水平.结果:治疗前、复发后患者关节液中MMP-3水平均明显高于血清水平且呈正相关,两组均能有效降低关节液和血清中MMP-3的水平,但联合用药组较单纯应用得宝松组更显著.结论:得宝松和甲氨蝶呤联合关节腔注射能有效的降低关节液和血清MMP-3水平,控制病情,改善预后.  相似文献   

17.
Obesity and osteoarthritis are complex diseases to which multiple interacting factors contribute. The moderate association between obesity and knee joint osteoarthritis reflects the amplification by obesity of role of joint loading in the development and progression of osteoarthritis. However, joint loading is insufficient to explain the disparities between the incidence of knee OA in obese people and the incidence of ankle and hip OA. One of the crucial contributing factors to this disparity is the influence of lower extremity alignment on knee joint biomechanics. Although the bulk of the literature indicates that knee osteoarthritis is a predictable result of obesity, there are simple, accessible, cost effective, and functionally effective interventions that can improve quality of life.  相似文献   

18.
当代社会，许多新的人际关系随着社会的转型而形成，新的人际关系倦胡着矛盾，摩擦，冲突，竞争，于是，协调－这一自然法则也就产生了许多新的内容，使当代协调意识呈现出丰富多彩的全新面貌。  相似文献   

19.
毽球运动具有负荷小、易坚持的特点,适合锻炼膝关节周围肌肉、韧带.以骨性关节炎、膝关节创伤后造成的慢性疼痛患者为研究对象,让受试者进行长期毽球运动锻炼,结果观察到膝关节疼痛患者在运动后,疼痛症状减轻,膝关节轻松有力,达到了治疗关节疼痛的效果.  相似文献   

20.
In order to improve learning efficiency and memory retention in medical teaching, furthering active learning seems to be an effective alternative to classical teaching. One option to make active exploration of the subject matter possible is the use of virtual reality (VR) technology. The authors developed an immersive anatomy atlas which allows users to explore human anatomical structures interactively through virtual dissection. Thirty-two senior-class students from two German high schools with no prior formal medical training were separated into two groups and tasked with answering an anatomical questionnaire. One group used traditional anatomical textbooks and the other used the immersive virtual reality atlas. The time needed to answer the questions was measured. Several weeks later, the participants answered a similar questionnaire with different anatomical questions in order to test memory retention. The VR group took significantly less time to answer the questionnaire, and participants from the VR group had significantly better results over both tests. Based on the results of this study, VR learning seems to be more efficient and to have better long-term effects for the study of anatomy. The reason for that could lie in the VR environment's high immersion, and the possibility to freely and interactively explore a realistic representation of human anatomy. Immersive VR technology offers many possibilities for medical teaching and training, especially as a support for cadaver dissection courses.  相似文献   

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