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The increasing popularity of the team-based learning (TBL) approach signifies how much the student-centered learning environment contributes to the effectiveness of teaching. Given the need to establish an agreement for groups to communicate their visions for collaborative efforts within the teamwork, this activity provides a basic communicative template for group members to exchange their thoughts and ideas on what distinguishes teamwork from groupwork and what constitutes good teamwork. This activity essentially offers a playground for student groups to engage with the notion of teamwork, identify potential challenges in their team communication, and actively seek solutions to improve their TBL experience. Courses: This activity applies to foundational courses in communication (courses requiring students to work in a team setting for an extended time). Objectives: This activity engages students in a conversational space within a group-based setting, sharing their understanding of what constitutes good teamwork. Thus, the activity is intended to: (1) encourage team members to communicate their goals and expectations; (2) increase the understanding of contribution and appreciation of teamwork; (3) improve the overall TBL experience for team members; and (4) help students understand the differences between group-based learning and TBL experiences.

Objective: To investigate the therapeutic efficacy of the modified posterolateral approach on tibial plateau fractures.Methods: Forty-four patients with tibial plateau fractures were enrolled in the study and divided into two groups—control and observation—according to the different surgical procedures. The control group underwent fracture reduction via the conventional lateral approach, while the observation group underwent fracture reduction via the modified posterolateral strategy. The depth of tibial plateau collapse, active mobility, and the Hospital for Special Surgery (HSS) score and Lysholm score of the knee joint at 12 months after surgery were assessed in comparison to the two groups.Results: The amount of blood loss (p < 0.01), duration of surgery (p < 0.05), and depth of tibial plateau collapse (p < 0.001) were significantly less in the observation group compared with the control group. In addition, compared with the control group, the observation group exhibited significantly better knee flexion and extension function and significantly higher HSS and Lysholm scores at 12 months after surgery (p < 0.05).Conclusion: The modified posterolateral approach for posterior tibial plateau fractures has less intraoperative bleeding and a shorter operative time compared with the conventional lateral approach. It also effectively prevents postoperative tibial plateau joint surface loss and collapse, promotes the recovery of knee function, and has few postoperative complications and good clinical efficacy. Thus, the modified approach is worth promoting in clinical practice.

The treatment of bone infections has always been difficult. The emergence of drug-resistant bacteria has led to a steady decline in the effectiveness of antibiotics. It is also especially important to fight bacterial infections while repairing bone defects and cleaning up dead bacteria to prevent biofilm formation. The development of biomedical materials has provided us with a research direction to address this issue. We aimed to review the current literature, and have summarized multifunctional antimicrobial materials that have long-lasting antimicrobial capabilities that promote angiogenesis, bone production, or “killing and releasing.” This review provides a comprehensive summary of the use of biomedical materials in the treatment of bone infections and a reference thereof, as well as encouragement to perform further research in this field.

In order to achieve visual measurement error compensation for the surface of thin-walled components with chatter, a new real-time adaptive correction method for chatter motion error is proposed in this paper. Firstly, according to the mechanism of the chatter effect, an error analysis model of the dynamic structured light phase principal value is derived. Then, a real-time optimization method for the motion phase error in the frame of structured light projection is proposed. Meanwhile, a compensation method based on an adaptive grating projection period is proposed to eliminate the cumulative error of inter-frame chatter motion. Finally, a structured light visual inspection system and an experimental platform for chattering thin-walled parts are established for experimental verification. The experimental results under slight and severe chatter conditions indicate that the proposed method can optimize the phase errors within the projected frame in real time under any scenario, compensate for the cumulative errors between projected frames, and improve the point cloud accuracy of real-time 3D reconstruction. [ABSTRACT FROM AUTHOR]

The increasing popularity of the team-based learning (TBL) approach signifies how much the student-centered learning environment contributes to the effectiveness of teaching. Given the need to establish an agreement for groups to communicate their visions for collaborative efforts within the teamwork, this activity provides a basic communicative template for group members to exchange their thoughts and ideas on what distinguishes teamwork from groupwork and what constitutes good teamwork. This activity essentially offers a playground for student groups to engage with the notion of teamwork, identify potential challenges in their team communication, and actively seek solutions to improve their TBL experience. Courses: This activity applies to foundational courses in communication (courses requiring students to work in a team setting for an extended time). This activity engages students in a conversational space within a group-based setting, sharing their understanding of what constitutes good teamwork. Thus, the activity is intended to: (1) encourage team members to communicate their goals and expectations, (2) increase the understanding of contribution and appreciation of teamwork, (3) improve the overall TBL experience for team members, and (4) help students understand the differences between group-based learning and TBL experiences. [ABSTRACT FROM AUTHOR]