The primary aim of this study was to identify the rate of osteoarthritis in scaphoid fracture non-union. We also aimed to investigate whether the incidence of osteoarthritis correlates with the duration of non-union(interval), and to identify the variables that influence the outcome. We retrospectively reviewed 273 scaphoid fracture non-union presented between 2007 and 2016. Data included patient demographics, interval, fracture morphology, grade of osteoarthritis (Kellgren-Lawrence) and scaphoid non-union advanced collapse (SNAC), and overall health-related quality of life. Patients were divided into two groups (SNAC and Non-SNAC). Group differences were analysed using Mann-Whitney U test and association with Pearson's correlations. A two-sided p-value of <0.05 was considered significant.

The scaphoid fracture non-union were confirmed on CT scans (n=243) and plain radiographs (n=35). The subjects were 32 females and 260 males with the mean age of 33.8 years (SD, 13.2). The average interval was 3.1 years (range, 0–45 years). Osteoarthritis occurred in 58% (n=161) of non-unions, and 42% (n=117) had no osteoarthritis. In overall, 38.5% (n=107) had SNAC-1, 9% (n=25) with SNAC-2, and 10.4% (n=29) presented with SNAC-3. The mean interval in the non-SNAC group was 1.2 years, and in SNAC 1,2, and 3 were 2.6, 6.8, and 11.1 years, respectively. The average summary index in SNAC and non- SNAC groups was 0.803 and 0.819, respectively. Our results also showed a significant correlation between advanced osteoarthritis and proximal fracture non-unions(P<0.05).

We concluded that there is no clear correlation between the interval and the progression of osteoarthritis. SNAC was more likely to occur in fractures aged 2 years or older.

The use of journal clubs and, more recently, case-based discussions in order to stimulate debate among orthopaedic surgeons lies at the heart of orthopaedic training and education. A virtual learning environment can be used as a platform to host virtual journal clubs and case-based discussions. This has many advantages in the current climate of constrained time and diminishing trainee and consultant participation in such activities. The virtual environment model opens up participation and improves access to journal clubs and case-based discussions, provides reusable educational content, establishes an electronic record of participation for individuals, makes use of multimedia material (including clinical imaging and photographs) for discussion, and finally, allows participants to link case-based discussions with relevant papers in the journal club.

The Leicester experience highlights the many advantages and some of the potential difficulties in setting up such a virtual system and provides useful guidance for those considering such a system in their own training programme. As a result of the virtual learning environment, trainee participation has increased and there is a trend for increased consultant input in the virtual journal club and case-based discussions.

It is likely that the use of virtual environments will expand to encompass newer technological approaches to personal learning and professional development.