286 patients underwent total hip arthroplasty with a cemented titanium femoral implant (Ultima, Johnson & Johnson) between July 1995 and July 2001. The acetabular component was either a porous coated cup or a cemented all-polyethylene cup. A 28mm cobalt chromium head was used in all patients. Patients were prospectively evaluated with clinical examination, Harris hip scores and radiographic assessment. Analysis of the data was performed. Of the 286 patients, 11 patients were excluded from analysis for reasons including incomplete data (8) and death (3). The remaining 275 patients were comprised of 118 males and 157 females with an average age of 70.8 years (55–89 years). The average follow up was 10.5 years (1.03–14.23). The median follow up was 10 years. 177 cemented all-polyethylene and 98 porous coated acetabular cups were used. The average Harris hip scores were 34.4 and 81.25 for preoperative and last follow up visit respectively. 11 stems were revised (aseptic loosening 9, infection 2). Radiographic assessment showed vertical subsidence in 30 patients (10.9%) (>5mm in 6 and < 5mm in 24 patients). Complete cement-bone radiolucency was noted in 11 stems (4%). Radiolucent lines covering < 50% of cement-bone interface were noted in 18 stems (6.5%). There were no cases of cement fracture. Kaplan-Meier survivorship was 91% at 10 years & 89.8% at 12 years.Method
Results
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.
