Plating versus Ilizarov Technique for Complex Tibial Plateau Fractures: A Comparative Study on Functional Outcome and Patient Satisfaction

ObjectiveTo compare clinical and functional outcomes and complications of open reduction internal fixation (ORIF) by plating and Ilizarov technique in complex tibial plateau fractures. MethodsThis study is a randomized clinical trial accompanying 56 patients having Schatzker type V and VI tibial plateau fractures. We divided patients into two groups for management. Group I; open reduction internal fixation versus Ilizarov technique (Group II). We conducted at the Orthopedics Department, Jinnah post-graduate medical centre, Karachi, from April-2018 to Oct2020. The endpoint assessed patients’ satisfaction and clinical and functional outcomes up to an 18-month follow-up. ResultsThe aetiology of tibial fracture was mainly road traffic accidents (RTA); 17 (70.9%) in ORIF versus 23 (71.8%) in the Ilizarov group. According to clinical outcomes, excellent extension lag was achieved in 100% of patients in both groups. Most patients had excellent knee flexion, thigh atrophy and instability outcomes (54.1% vs 59.37%, 87.5% vs 81.2% and 83.3% vs 87.5%). The functional outcome assessment was done and recorded for 18 months of follow-up. There was no significant difference in normal walking, stair climbing, squatting, jumping and duck walking between the groups. The overall rate of complications was similar; 11 (45.8%) in ORIF versus 17 (53.12%) in the Illizarov group (p-value 0.78). ConclusionOur study concludes that there is an excellent clinical and functional outcome found in both procedures.   DOI: https: //doi. Org/10.59564/amrj/01.01/008

How Problem-Solving Tasks Work in a Mathematics Classroom in Relation to Developing Students Mathematical Thinking

The efforts to improve the teaching and learning of mathematics involve varied approaches; the problem-solving approach is one of them. This research study sets out to understand how problem-solving tasks work in a mathematics classroom in relation to developing students' mathematical thinking. The objective was to teach mathematics in a lower-secondary class using problem-solving tasks and to find out how it works in a natural setting, i.e. classroom environment. A qualitative research paradigm was used, the action research in particular, because the study intended to implement the problem-solving approach in teaching mathematics and to find out its impact on the students' mathematical thinking. The findings of this research study show that problem-solving tasks can work in a mathematics classroom in relation to developing the students' mathematical thinking, and that there are processes involved in this regard which include: finding out and using what the students' already know, planning for the problem solving tasks, preparing the conducive classroom environment, and implementing problem solving tasks in a mathematics classroom. The related supporting factors include: the teaching approach, the teacher's role, students' understanding of why learn mathematics, and addressing the students' learning problems as they emerge. However, there are issues that need to be addressed in order to facilitate this kind of classroom practice. The main hindering factors found out include: the right answers myth, the time factor, and the use of the English language. The study concludes by highlighting the lesson learnt as a result of conducting this research study as a teacher-researcher, a mathematics teacher educator and as an agent of change. It provides my overall learning of researching in school, the research implications, and it recommends areas for further research and offers questions for reflection as a guide for needs analysis in the respective contexts to mathematics teachers, mathematics teacher educators, decision makers, and the related educational stake holders. It is expected that the answers to the needs analysis reflective questions would identify specific intentions' for a particular context.