Failure of Osseointegration of a Semiconstrained Finger Prosthesis in a Post-traumatic Metacarpophalangeal Joint Defect: A Case Report.

Case: Post-traumatic defects of the metacarpophalangeal joint (MCPj) remain challenging for hand surgeons. Restoration of stability and motion are difficult to achieve because of the complex anatomy and kinematics. The Robert Mathys (RM) semiconstrained prosthesis offers good intrinsic stability and mobility and therefore seems suitable.

Smartphones as multimodal communication devices to facilitate clinical knowledge processes: randomized controlled trial.

Background: Despite the widespread use and advancements of mobile technology that facilitate rich communication modes, there is little evidence demonstrating the value of smartphones for effective interclinician communication and knowledge processes.

Objective: The objective of this study was to determine the effects of different synchronous smartphone-based modes of communication, such as (1) speech only, (2) speech and images, and (3) speech, images, and image annotation (guided noticing) on the recall and transfer of visually and verbally represented medical knowledge.

Methods: The experiment was conducted from November 2011 to May 2012 at the University Hospital Basel (Switzerland) with 42 medical students in a master's program.

Reframing clinical workplace learning using the theory of distributed cognition.

In medicine, knowledge is embodied and socially, temporally, spatially, and culturally distributed between actors and their environment. In addition, clinicians increasingly are using technology in their daily work to gain and share knowledge. Despite these characteristics, surprisingly few studies have incorporated the theory of distributed cognition (DCog), which emphasizes how cognition is distributed in a wider system in the form of multimodal representations (e.

Contextual dynamics in clinical workplaces: learning from doctor-doctor consultations.

Context: Some studies have explored the role of learning context in clerkships and in clinical teams. Very little is known, however, about the relationship between context and competence development in more loosely framed, day-to-day practices such as doctor-doctor consultations, although such interactions are frequent and typical in clinical work.

Methods: To address this gap in the literature, a study was conducted using semi-structured interviews in four different hospitals and participant observation at one site.

Learning through inter- and intradisciplinary problem solving: using cognitive apprenticeship to analyse doctor-to-doctor consultation.

Today's healthcare can be characterised by the increasing importance of specialisation that requires cooperation across disciplines and specialities. In view of the number of educational programmes for interdisciplinary cooperation, surprisingly little is known on how learning arises from interdisciplinary work. In order to analyse the learning and teaching practices of interdisciplinary cooperation, a multiple case study research focused on how consults, i.