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조철현,정재원,나상수,배기철,이경재,김두한 대한정형외과학회 2019 Clinics in Orthopedic Surgery Vol.11 No.4
Background: The purpose of this study was to investigate the incidence of acromial fracture after reverse total shoulder arthroplasty (RTSA) and clinical and radiological outcomes of treatment of the fracture. Methods: A systematic review was performed to identify studies that reported the results of treatment of acromial fractures after RTSA. A literature search was conducted by two investigators using four databases (PubMed, Embase, Cochrane, and Ovid Medline). Results: Fifteen studies (2,857 shoulders) satisfied our inclusion criteria. The incidence of acromial fracture after RTSA was 4.0% (114 / 2,857). The mean age of the patients at the time of fracture was 72.9 years (range, 51 to 91 years). The mean time from RTSA to diagnosis of acromial fracture was 9.4 months (range, 1 to 94 months). One hundred shoulders (87.7%) were treated conservatively and 14 shoulders (12.3%) were treated surgically. The mean follow-up period after acromial fracture was 33.8 months. The overall union rate was 50.0% (43.8% for conservative treatment and 87.5% for operative treatment). The fracture incidence was significantly different among the medial glenoid and medial humerus prosthesis design (8.4%), the lateral glenoid and medial humerus design (4.0%), and the medial glenoid and lateral humerus design (2.8%). The mean values at final follow-up were as follows: visual analog scale score, 2.2; American Shoulder and Elbow Surgeons score, 59.1; Constant score, 59.7; and Simple Shoulder Test, 5.8. The mean forward flexion, abduction, and external rotation were 102.3°, 92.3°, and 25.8°, respectively. Conclusions: Acromial fractures after RTSA are a complication neither uncommon nor negligible. In the absence of studies with high-level evidence, there is a controversy on the outcomes after treatment. Further well-designed prospective randomized controlled studies with a long-term follow-up should be performed to ascertain the diagnosis, treatment, and prognosis of acromial fractures after RTSA.
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조철현,신홍기 대한약리학회 2008 The Korean Journal of Physiology & Pharmacology Vol.12 No.5
Intraplantar injection of melittin has been known to induce sustained decrease of mechanical threshold and increase of spontaneous flinchings. The present study was undertaken to investigate how the melittin-induced nociceptive responses were modulated by changes of metabotropic glutamate receptor (mGluR) activity. Changes in paw withdrawal threshold (PWT), number of flinchings and paw thickness were measured at a given time point after injection of melittin (10μg/paw) into the mid-plantar area of rat hindpaw. To observe the effects of mGluRs on the melittin-induced nociceptions, group I mGluR (AIDA, 100μg and 200μg), mGluR1 (LY367385, 50μg and 100μg) and mGluR5 (MPEP, 200μg and 300μg) antagonists, group II (APDC, 100μg and 200μg) and III (L-SOP, 100μg and 200μg) agonists were intrathecally administered 20 min before melittin injection. Intraplantar injection of melittin induced a sustained decrease of mechanical threshold, spontaneous flinchings and edema. The effects of melittin to reduce mechanical threshold and to induce spontaneous flinchings were significantly suppressed following intrathecal pre-administration of group I mGluR, mGluR1 and mGluR5 antagonists, group II and III mGluR agonists. Group I mGluR antagonists and group II and III mGluR agonists had no significant effect on melittin-induced edema. These experimental findings indicate that multiple spinal mGluRs are involved in the modulation of melittin-induced nociceptive responses.
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APPLICATION OF EFFECTIVE MOTIVATION FACTORS FOR CHURCH VOLUNTEERS
조철현 한국기독교교육학회 2013 기독교교육논총 Vol.35 No.-
Christian leaders should prepare themselves to motivate people in every kind of circumstance. How can they be equipped with theoretical and practical knowledge of motivation and help church volunteers to be motivated? This paper has been written to contribute an answer to this question. In the first part, the writer presented five major motivation theories. Reviewing these five motivation theories laid the foundation for understanding the motivation of church volunteers. Second, literature of church volunteer motivation showed how those key issues are applied in the real context of a church. Finally, the application of the five key motivation principles was discussed for practical application in the church context. First, the study results showed that goal setting was a critical factor for church volunteer motivation. Second, church leaders must also improve the quality of relationship in a ministry context. Third, church volunteers are encouraged to actively participate in ministry. Fourth, a church should also creatively reward volunteers. Finally, church volunteers are motivated when they feel that they are spiritually growing and participating in church based activities. The five aforementioned factors will contribute to improve the motivation of church volunteers. Motivation is the key issue to effectively leading people to fulfill the desired goal of organizations. Hence, Christian leaders should acknowledge the importance of this topic and be equipped with knowledge in this field so that they can effectively work for their ministry. Christian leaders should prepare themselves to motivate people in every kind of circumstance. How can they be equipped with theoretical and practical knowledge of motivation and help church volunteers to be motivated? This paper has been written to contribute an answer to this question. In the first part, the writer presented five major motivation theories. Reviewing these five motivation theories laid the foundation for understanding the motivation of church volunteers. Second, literature of church volunteer motivation showed how those key issues are applied in the real context of a church. Finally, the application of the five key motivation principles was discussed for practical application in the church context. First, the study results showed that goal setting was a critical factor for church volunteer motivation. Second, church leaders must also improve the quality of relationship in a ministry context. Third, church volunteers are encouraged to actively participate in ministry. Fourth, a church should also creatively reward volunteers. Finally, church volunteers are motivated when they feel that they are spiritually growing and participating in church based activities. The five aforementioned factors will contribute to improve the motivation of church volunteers. Motivation is the key issue to effectively leading people to fulfill the desired goal of organizations. Hence, Christian leaders should acknowledge the importance of this topic and be equipped with knowledge in this field so that they can effectively work for their ministry.
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THE STUDY OF COACHING AS A CHURCH SCHOOL TEACHER EDUCATION METHODOLOGY
조철현 한국기독교교육학회 2014 기독교교육논총 Vol.39 No.-
Methodology for educating church school teachers must be varied because churchsize, context, and demographics differ from church to church. In this essay, I suggestcoaching as one methodology of church teacher education. Coaching, which could beregarded as a type of informal education, can be an effective teaching methodology forthe teachers’ education regardless of church size. This essay discusses variousdefinitions of coaching, six principles of effective coaching, and reflection on coachingbased on a biblical perspective. Strategies for the coaching process have been suggested for a practical applicationof coaching in the church context. First, this paper suggests a general coaching processfor educating church teachers (church school teacher education) that consists of foursteps: self-awareness, goal setting, action planning and goal implementation, andreflection and feedback. Second, peer coaching through observation is suggested. Experienced peer church school teachers may form a coaching team and lead thecoaching process through observation. A coaching team may execute the process bysetting specific goals for peer coaching, deciding on the type of coaching process,explaining the coaching process to participants, executing observation program, andfinally discussing and providing feedback to the teachers.
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