- 著者
- Ryo OKADA Toshinori SAKAI Toshihiko NISHISHO Akihiro NITTA Shigeyuki TAKAHARA Koichi OBA Koichi SAIRYO
- 出版者
- The Japan Neurosurgical Society
- 雑誌
- NMC Case Report Journal (ISSN:21884226)
- 巻号頁・発行日
- vol.9, pp.249-253, 2022-12-31 (Released:2022-08-20)
- 参考文献数
- 16
- 被引用文献数
- 1
Transforaminal full-endoscopic spine surgery (TF-FESS) is a novel minimally invasive spine surgery that requires only an 8-mm skin incision and causes minimal damage to the paravertebral muscles. To perform TF-FESS safely and efficiently, preoperative planning is quite important as the intervention requires anatomical understanding and high technical skills. Recently, three-dimensional (3D) printing has become a useful tool in various surgeries, and several studies have addressed its efficacy; however, there are no reports on the application of 3D printing to FESS. In this study, we present two cases of severe lumbar deformities for which preoperative 3D printing was useful. The 3D printing enabled the surgeons to visualize and plan the drilling of the superior articular process for a successful foraminoplasty at a low cost. The manufacturing equipment cost about USD 900 and is able to produce an actual-size model at a cost of less than USD 10 per patient. In conclusion, preoperative planning using 3D printing should be adopted to safely perform FESS.
- 著者
- Ryo Okada
- 出版者
- Japan Society for Educational Technology/Japanese Society for Information and Systems in Education
- 雑誌
- Information and Technology in Education and Learning (ISSN:24361712)
- 巻号頁・発行日
- vol.1, no.1, pp.Reg-p004, 2021 (Released:2021-07-21)
- 参考文献数
- 30
- 被引用文献数
- 2
The purpose of this study was to examine the effects of teachers’ autonomy support in synchronous online learning environments. The participants included 197 Japanese undergraduates. The hypothetical model posited that perceived teachers’ autonomy support was related to students’ intrinsic motivation and metacognition, which, in turn, were related to self-evaluated achievement. The results showed that perceived teachers’ autonomy support was related to students’ self-evaluated achievement, and this relationship was mediated by intrinsic motivation. Perceived teachers’ autonomy support was also related to metacognition, although metacognition did not have a mediating effect. The role that teachers play in synchronous online learning environments is also discussed.