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- Ayeni, Olufemi R., et al.
(författare)
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Osteochondroplasty and Labral Repair for the Treatment of Young Adults With Femoroacetabular Impingement: A Randomized Controlled Trial
- 2021
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Ingår i: AMERICAN JOURNAL OF SPORTS MEDICINE. - : SAGE Publications. - 0363-5465 .- 1552-3365. ; 49:1, s. 25-34
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Tidskriftsartikel (refereegranskat)abstract
- Background: Femoroacetabular impingement (FAI) is a condition known to cause hip pain in young adults. Purpose: To evaluate the efficacy of the surgical correction of FAI via arthroscopic osteochondroplasty with or without labral repair compared with arthroscopic lavage of the hip joint with or without labral repair. Study Design: Randomized controlled trial; Level of evidence, 1. Methods: A total of 220 male and female participants aged 18 to 50 years with nonarthritic FAI suitable for surgical treatment were recruited for the trial at 10 clinical centers in Canada, Finland, and Denmark between October 2012 and November 2017, of whom 214 were included in the final analysis. In the osteochondroplasty group, cam- and/or pincer-type lesions were resected using fluoroscopic guidance. In the lavage group, the joint was washed out with 3 L of normal saline. Surgeons were instructed to repair the labrum in both groups if it was mechanically unstable once probed, showing visible displacement or chondrolabral separation. The primary outcome was patient-reported pain (using the 100-point visual analog scale [VAS]) at 12 months. Secondary outcomes included hip function (Hip Outcome Score [HOS] and International Hip Outcome Tool), physical and mental health (12-Item Short Form Health Survey), and health utility (EuroQol-5 Dimensions) at 12 months as well as any reoperations and other hip-related adverse events at 24 months. Results: At 12 months, there was no difference in pain (VAS) between the groups (mean difference [MD], 0.11 [95% CI, -7.22 to 7.45]; P = .98). Also, 88.3% (189/214) of participants had a labral tear, of which 60.3% were repaired. For the secondary outcomes, there were no significant differences between treatment groups, with the exception of the HOS activities of daily living domain in which lavage showed significant improvement compared with osteochondroplasty (MD, -5.03 [95% CI, -10.40 to -0.03]; P = .049). By 24 months, there were significantly fewer reoperations reported in the osteochondroplasty group (8/105) than the lavage group (19/104) (odds ratio, 0.37 [95% CI, 0.15-0.89]; P = .026). The primary reasons for a reoperation included hip pain (15/27; 55.6%) and a reinjury of the labrum (11/27; 40.7%). Conclusion: Both the osteochondroplasty and the lavage groups with or without labral repair for FAI had significantly improved pain or function significantly at 1 year. By 2 years, the reoperation rate was significantly lower in the osteochondroplasty group.
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| 2. |
- Copejans, Evy, et al.
(författare)
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The European Marine Science Educators Association (EMSEA): Toward a more ocean literate Europe
- 2012
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Ingår i: The Journal of Marine Education. ; 28:2, s. 44-47
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Tidskriftsartikel (refereegranskat)abstract
- We always do our best to find colleagues or others with whom we can share ideas. As teachers, we now and then seek the company of a teacher association where we can learn from each other. As marine educators, in Europe, we have to travel a long distance to meet a group such as the National Marine Educators Association (NMEA). Meeting other marine educators takes us away from our islands and gives us the opportunity to expand our horizon. Attending the annual conference of the NMEA is by far an overwhelming experience that provides us with plenty of resources and also recharges our batteries! It simply makes us grow professionally in our jobs. But one has to be candid; travelling to the U.S. is not inexpensive and often time consuming. Few employers are willing to make this investment, especially when budgets are being reduced globally. In order to create meaningful collaborations with other members of the ocean community, Europe needs its own network of marine educators, a network that is closely affiliated with the NMEA and the international ocean community. EUROPEAN
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| 3. |
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Exemplary Practices in Marine Science Education - A Resource for Practitioners and Researchers
- 2018
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- This edited volume is the premier book dedicated exclusively to marine science education and improving ocean literacy, aiming to showcase exemplary practices in marine science education and educational research in this field on a global scale. It informs, inspires, and provides an intellectual forum for practitioners and researchers in this particular context. Subject areas include sections on marine science education in formal, informal and community settings. This book will be useful to marine science education practitioners (e.g. formal and informal educators) and researchers (both education and science).
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| 4. |
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| 5. |
- Fauville, Geraldine, et al.
(författare)
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Using collective intelligence to identify barriers to teaching 12–19 year olds about the ocean in Europe
- 2018
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Ingår i: Marine Policy. - : Elsevier BV. - 0308-597X. ; 91, s. 85-96
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Tidskriftsartikel (refereegranskat)abstract
- Since the degradation of the marine environment is strongly linked to human activities, having citizens who appreciate the ocean's influence on them and their influence on the ocean is important. Research has shown that citizens have a limited understanding of the ocean and it is this lack of ocean literacy that needs to change. This study maps the European landscape of barriers to teaching 12–19 year olds about the ocean, through the application of Collective Intelligence, a facilitation and problem solving methodology. The paper presents a meta-analysis of the 657 barriers to teaching about the ocean, highlighting how these barriers are interconnected and influence one another in a European Influence Map. The influence map shows 8 themes: Awareness and Perceived knowledge; Policies and Strategies; Engagement, formal education sector; the Ocean itself; Collaboration; Connections between humans and the ocean and the Blue Economy, having the greatest influence and impact on marine education. “Awareness and Perceived knowledge” in Stage 1, exerts the highest level of overall influence in teaching 12–19 year olds about the ocean. This map and study serves as a roadmap for policy makers to implement mobilisation actions that could mitigate the barriers to teaching about the ocean. Examples of such actions include free marine education learning resources such as e-books, virtual laboratories or hands-on experiments. Thus, supporting educators in taking on the challenge of helping our youth realise that the ocean supports life on Earth is essential for education, the marine and human well-being. •Collective Intelligence shows barriers to teaching 12–19 year-olds about the ocean.•Education stakeholder consultations ran in eight European countries.•European influence map represents the relationships among barriers.•Barriers in “Awareness and perceived knowledge” theme are the most influential.•Resources, courses and networks are options that can be used to address barriers.
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