bluuebunny/crossref_metadata_2025 huggingface dataset:
Walking With Students to Increase Satisfaction and Retention
Authors: Steinhaus Carol S.
Published: July 2013

The Walking Office Hours exercise was originally instituted as a requirement in an introductory health topics class. Students were required, in pairs, to walk with the instructor for one-half hour on campus. This activity was seen so positively by students that it was repeated as a requirement for a human resources management class. In both courses, students unanimously reported a higher “comfort level” with the instructor following the walk and believed Walking Office Hours should be repeated in future classes. Although this classroom research project involved students walking with a professor, the activity could easily be adapted so advisors could walk with students.
What Do They Master? Perceived Benefits of the Master's Thesis Experience
Authors: Demb Ada , Funk Kelly
Published: July 2013

This qualitative study explores the learning outcomes achieved by students undertaking a master's research thesis. Interviews were conducted with 24 alumni of a higher education/student affairs program who matriculated between 1986 and 1996. Program faculty, student support staff, and graduate assistantship supervisors were also interviewed. Students experienced the thesis process in eight clearly identifiable stages, with learning outcomes associated with each stage. Four areas of growth were attributed to completing a thesis: personal development, skills development, content expertise, and relationship development. Faculty advisors were identified as critical to the success of the thesis. Implications for student-advisor interaction are discussed.
Career Process and Advising: Tools for the Advisor
Authors: Dollarhide Colette T.
Published: July 2013

The author provides a user-friendly, seven-step model for the career-decision process. Advisors can use it to help students make career and academic choices. Practical guidelines for discussions between advisors and advisees are offered.
An Overview of Admission Processes for Medical, Dental, Pharmacy, Physical Therapy, and Physician Assistant Programs
Authors: Elam Carol L. , Seaver Daniel C. , Berres Peter N. , Brandt Barbara F.
Published: July 2013

Advisors commonly meet with students interested in pursuing a career in a health profession. This paper addresses the admission processes used by medical, dental, pharmacy, physical therapy, and physician assistant programs. Advice on helping students gather information about the professions, seek health-related experience, and prepare academically competitive portfolios is presented. Admission procedures across the health professions are discussed, including the application timelines, as well as institutional use of standardized tests, interviews, and letters of evaluation to make selection decisions. By being better informed about the admissions process in the health professions, advisors can assist students in planning their undergraduate educational experiences.
International Student-Athlete Adjustment to College: A Preliminary Analysis
Authors: Ridinger Lynn L. , Pastore Donna L.
Published: July 2013

This preliminary investigation was undertaken to determine how well international student–athletes adjusted to college relative to their domestic teammates and the general student body. The results revealed that international student-athletes were significantly more well-adjusted to college than international nonathletes. International student–athletes adjusted to college as well as students and student–athletes from the United States. Results should be interpreted with caution due to the small sample size. The effects of gender and ethnicity on adjustment to college were also examined.
An Empirical Study of Degree Completion Patterns
Authors: Torres Zeno Roberto E. , Hansen Ruth A.
Published: July 2013

To plan and implement effective strategies for retention and expedient degree completion, data about the trends that currently exist within a particular program must be available for analysis. This article describes the process used to collect and analyze data on degree completion for 149 graduates of the Health Administration Program at Eastern Michigan University (EMU) between 1993 and 1997. Differences between students enrolled exclusively at EMU and transfer students are presented. The article also includes a description of strategies that have been implemented to improve retention and efficient degree completion for health administration majors.
Summer Honors Academy: A Descriptive Analysis and Suggestions for Advising Academically Talented Students
Authors: Glennen Robert E. , Martin David J. , Walden Heather M.
Published: July 2013

A follow-up study of the Kansas Regents Honors Academy participants between 1987 and 1998 was conducted. The study examined characteristics of Honors Academy participants in several areas, including the number of attendees who enrolled in Regents universities, their majors, cumulative grade-point averages, degrees obtained, gender, and ethnicities. The results of this study support previous literature, indicating that Honors Academy attendees were more likely to be white females who pursued postsecondary education in the their home state and entered the fields of biological sciences, social sciences, business, engineering, English, and education. Suggestions for advising academically talented high school students are provided.
A Comparison of Intrusive and Prescriptive Advising of Psychology Majors at an Urban Comprehensive University
Authors: Jeschke Mikki Poynter , Johnson Kathy E. , Williams Jane R.
Published: July 2013

To investigate whether intrusive advising is effective for nontraditional students at an urban comprehensive university, we compared it with prescriptive advising in a 3-year trial of randomly selected psychology undergraduates (N = 126). We hypothesized that advisees in the intrusive track would feel more satisfied, more connected to the department, and be more academically successful than those in the prescriptive track. Secondary questions concerned the relationship of advising preferences and demographic characteristics. Students receiving intrusive advising reported greater satisfaction with advising, felt more connected to the department, but were not more academically successful than those in the prescriptive track.
Faculty Socialization into the Advising Role: An Examination of Information and Information Sources that Shape Role Learning
Authors: Waters Regina
Published: July 2013

Faculty advisors at four institutions completed questionnaires designed to categorize the information they received when learning advising responsibilities. They identified role-set members who provided this information and its usefulness by type. They receive more organizational (policies and procedures) information than any other type of advising information, which they rate high in usefulness. While they receive formal appraisal information less often than any other type and rate it lowest in usefulness, faculty members receive informal appraisal messages from students. The findings warrant further investigation of the influence of students as socialization agents in the faculty advisor role-learning process.
Hardiness Training for High-Risk Undergraduates
Authors: Maddi Salvatore R. , Khoshaba Deborah M. , Jensen Keith , Carter Elaine , Lu John L. , Harvey Richard H.
Published: July 2013

We evaluated the effectiveness of hardiness training in improving the retention rates and grade-point averages offirst-semester high-risk undergraduates. Undergraduates in the experimental group underwent hardiness training as a regular semester course. The control group consisted of demographically comparable undergraduates who underwent either a traditional student-enrichment or a leadership-training class. These control-group courses were taught by the instructors of the hardiness-training classes. At the end of the year following training, the experimental group showed a significantly higher increase in grade-point average and a trend toward greater retention than did the control group.
Assessing Advising Outcomes
Authors: Banta Trudy W. , Hansen Michele J. , Black Karen E. , Jackson Julia E.
Published: July 2013

Assessing advising is critical to its improvement and to demonstrating that advising contributes to student success. Through assessment, advisors can ensure that departmental goals are continuously evaluated, that instruments are updated as needed to meet the goals of assessment, that communication is facilitated among stakeholders, and that action is taken as necessary to improve programs that affect student learning. We offer specific guidance for planning, implementing, and improving advising assessment initiatives.
Advising at the Millennium: Advisor Training, Compensation, and Support
Authors: Lynch Michael
Published: July 2013

This is the second in a series of articles in which the results of the NACADA Academic Advising Survey 2000 are presented. In this article, academic training, compensation, professional development opportunities, and technical support are reported by survey respondents. These factors are examined according to the type, mission, and size of the advisors' institutions.
What Every Academic Advisor Should Know About Advising Student Athletes
Authors: Gruber Carol A.
Published: July 2013

Academic advisors may find particular challenges surrounding the needs of college-level student athletes. A number of important issues facing college advisors and athletes, including the campus climate toward athletics and athletes, the roles of the NCAA and the campus community in guiding the student athlete's academic and athletic experience, and the identified needs of this special student population are discussed. Information regarding both developmental advising issues and sports-specific issues affecting student athletes is provided along with suggested strategies for implementation by the academic advisor.
Understanding Organizational Socialization: Insight for Academic Advisors
Authors: Yarbrough Beth , Brown Mary Helen
Published: July 2013

The stages associated with the process of organizational socialization have clear relevance to academic advising. Through the information presented, advisors can gain a better understanding of organizational socialization. They can use this information to assist students experiencing the many changes they face as they move from exploring colleges through their first year of college life. We show how awareness of the events associated with three stages of socialization—anticipatory socialization, encounter, and metamorphosis—can assist advisors as they help students succeed in their new surroundings.
The Advising Workplace: Generational Differences and Challenges
Authors: Gordon Virginia N. , Steele Margaret J.
Published: July 2013

The American workplace today is unlike any other in history because for the first time it is made up of four distinct generations. The advising workplaces on today's college campuses mirror this generational diversity. Four generations and their different perceptions of work attitudes and values, management expectations, communication patterns, and even work hours and dress are addressed in this article. Also discussed are generational preferences for information giving, teaching styles, and advisor-training formats. Suggestions for how advisors and administrators can use this diversity to enrich collaboration between generations are offered. Acknowledging and incorporating the ideas, values, and perceptions that advisors from different generations bring to the advising workplace can have a positive impact on its climate, collegiality, and effectiveness.
Increasing Advisor Effectiveness by Understanding Conflict and Conflict Resolution
Authors: McClellan Jeffrey L.
Published: July 2013

On a daily basis, advisors encounter various types of interpersonal and intrapersonal conflict. Through this article, the reader will better understand conflict, its positive and negative impacts and the approaches of the actors experiencing conflict, and the means whereby conflicts arise, escalate, and come to resolution in advising situations. Particular emphasis is placed on describing the neurology of conflict escalation and de-escalation. Practical tips for seeking resolution in stressful encounters with students are included within the discussion of de-escalation processes.
Academic Advising as Learning: 10 Organizing Principles
Authors: Hemwall Martha K. , Trachte Kent C.
Published: July 2013

A learning paradigm can transform the field of academic advising. Ten organizing principles answer the two core questions raised by a focus on learning. What should the student learn through advising? How might the learning take place? The first three organizing principles define a curriculum for academic advising and are based on the premise that the goals and values of advising should be derived from the institutional mission statement and assist advisees in developing higher-order thinking skills. The other principles focus on pedagogy: creating and organizing situations that assist students in meeting learning goals. We draw upon progressive, constructivist, and social constructivist theories of education to study both the learner and the learning context.
Advising as Educating: A Framework for Organizing Advising Systems
Authors: Melander E. R.
Published: July 2013

A shared perspective on the extant and ideal organizing principles for an institution's advising system is important to the overall effectiveness of advising. In this essay, I develop a vision of advising as educating, and from that vision, derive some higher order principles for an institutional advising system that will accommodate the widest range of prevailing theories and practices of advising and still allow for meaningful assessments and evaluations of advising effectiveness. Seven basic principles for organizing and managing institutional advising systems are identified.
Advising Implications of Undergraduates' Motivations for Entering the Accounting Profession
Authors: Hurt Robert L. , Barro Frank
Published: July 2013

The accounting profession is in a state of flux— some might even say crisis. Recent ethical lapses, such as the Enron debacle, have called into question the professionalism of a few, tainting the reputation of many accountants. In this study, we examined the attitudes of accounting students at a comprehensive public university at the beginning and end of the curriculum. Results showed that both groups are motivated to become accountants by the desire to make money rather than by a desire to serve the public. We discuss advising implications of these attitudes, pointing out actions faculty and professional advisors can take to influence students' reasons for entering the accounting profession.

Relative emphasis: * practice, theory, research
Essential Functions of Academic Advising: What Students Want and Get
Authors: Smith Cathleen L. , Allen Janine M.
Published: July 2013

We designed this study to understand academic advising at an urban university from diverse student perspectives. Based on a review of the advising literature, we identified 12 functions of academic advising and surveyed 2,100 undergraduates to address the following questions: Which of these advising functions are most important to students? How satisfied are students with the advising they receive on these functions? Do student characteristics impact importance and satisfaction ratings? Results show that students rated all functions as highly important, but satisfaction with advising was not commensurate with the importance students attached to it. In general, student characteristics (gender, ethnicity, financial need, age/cohort, enrollment status, and class level) influenced perceived importance of, but not satisfaction with, advising functions.

Relative emphasis: *theory, research, practice
Academic Advising as Perceived by Business Students
Authors: Hsu Margaretha , Bailey April E.
Published: July 2013

Business students' perceptions concerning several academic advising resources are presented. Using a Likert scale, students evaluated resources such as their academic advisor, course instructors, staffs, friends, and parents as well as the university catalog and the Foundations of Business Administration (FBA) course. Selected demographic information was also collected. Results show that students ranked the FBA course, which provides an overview of an individual's 4-year study plan, as the most helpful. The course instructors and academic advisors were ranked second and fourth, respectively. Enrollment status, declared major, and gender were related to students' views on some advising resources, but transfer status was not. Moreover, we found some connection between the effectiveness of advising resources perceived by students and the students' developmental stages.

Relative Emphasis: practice, research, theory
Frequent Major Changing: Extrinsic and Intrinsic Factors
Authors: Firmin Michael W. , MacKillop Lisa M.
Published: July 2013

Twenty undergraduates participated in individual, semi-structured interviews concerning their decisions to change majors. We found three common extrinsic and three intrinsic factors related to their decisions. Extrinsic factors included parents who were supportive but not meaningfully directive, lack of familial external guidance, and lack of knowledge concerning chosen majors and future careers. Intrinsic factors included students' difficulty making long-term decisions, desires for a major that meshed well with their personal interests, and satisfaction with majors that met those requirements.

Relative Emphasis: research, practice, theory
Creating College Advising Connections: Comparing Motivational Beliefs of Early College High School Students to Traditional First-Year University Students
Authors: Oliver Marvarene , Ricard Richard J. , Witt Karl J. , Alvarado Melissa , Hill Patricia
Published: July 2013

Early college high schools (ECHSs) are partnerships between high schools and colleges or universities designed to enhance college readiness and completion, particularly among students traditionally underrepresented in higher education. We compared the self-reported motivational profiles of ECHS students to traditional first-year university students to explore the different college advising and support services each group may require. We found differences between the two groups in academic motivation, coping skills, and receptivity to support services. ECHS students also reported significantly higher levels of educational stress. Findings are of particular importance to advisors and support personnel who plan and program appropriate support services for incoming students. Implications of these findings are discussed.
Developing Course Profiles to Match Course Characteristics with Student Learning Styles
Authors: Gerdes John H. , Crews Tena B.
Published: July 2013

Advisors with a working knowledge about course workload and the levels of learning in specific classes provide the best possible advising. Unfortunately, they often have only limited information regarding important course characteristics. With a better understanding of these factors, advisors can assist students in making appropriate course selections during the advising process and promote a positive advisor-student relationship. We explain a new means of profiling courses that integrates information about the workload and levels of learning for each course. We also explain the benefits of these new course profiles for advisors, faculty members, students, and administrators.
The Influence of the CAS Standards on Academic Advisors and Advising Programs
Authors: Keeling Sarah
Published: July 2013

Research on the influence of the Council for the Advancement of Standards in Higher Education (CAS) on academic advising is limited. Using a comparative case study method, I respond to this research gap by exploring how the standards influence practices of academic advising programs. Study results indicate that participating advisors knew little about the standards, practices were naturally aligned with the standards through the services provided, and the standards influenced programs when intentionally implemented. The findings of the study have implications for academic advisors, advising administrators, and CAS.
From Boots to Books: Applying Schlossberg's Model to Transitioning American Veterans
Authors: Ryan Shawn W. , Carlstrom Aaron H. , Hughey Kenneth F. , Harris Brandonn S.
Published: July 2013

This introduction to the strengths, needs, and challenges of veterans as they transition from the military to higher education is presented within the framework of Schlossberg's transition model (Schlossberg, Waters, & Goodman, 1995). Academic advisors must understand the way that veteran transitions to college are both similar to and different from those of the general student population so they can explore relevant topics and help connect student-veterans to appropriate supports and services that facilitate their personal and academic success. Advisors are given questions to employ in soliciting information about the ways they and their institutions can better serve student-veterans.
Career Advising in a VUCA Environment
Authors: Shaffer Leigh S. , Zalewski Jacqueline M.
Published: July 2013

Recent developments in the knowledge-driven, postindustrial economy have radically affected college students' prospects for entering and completing successful careers. In this volatile, uncertain, complex, and ambiguous (VUCA) environment, fewer organizations find profitability in hiring, training, and retaining workers. Over the last 20 years, traditional careers, with lifelong security and opportunities for financial success, have been systematically replaced by a contract with workers who maintain their own employability. In addition, college degrees no longer assure graduates of having marketable knowledge and skills, and so traditional career advising yields limited results in a VUCA environment. This is the first in a series of articles outlining a human capital approach to career advising that addresses the challenges of a VUCA environment.
The Attribution Theory of Learning and Advising Students on Academic Probation
Authors: Demetriou Cynthia
Published: July 2013

Academic advisors need to be knowledgeable of the ways students learn. To aid advisors in their exploration of learning theories, I provide an overview of the attribution theory of learning, including recent applications of the theory to research in college student learning. An understanding of this theory may help advisors understand student self-perceptions and academic motivation. This theory may be especially useful to advisors working with students on academic probation, and potential applications of the theory to advising students on academic probation are discussed. Suggestions for future research on student attributions and students' attempts to return to good standing are provided.
Strategies to Enhance Interpersonal Relations in Academic Advising
Authors: Hughey Judy K.
Published: July 2013

The relationship between interpersonal skills is positively correlated with effective academic advising. Professional academic advisors feel significant pressure to meet a wide array of student needs, increase retention rates, help students in their efforts of academic achievement and career exploration, and support institutions to excel in scholarship. These demands make the skills needed for effective academic advising more professionally demanding than ever before. An advisor's skill level in interpersonal relations is critical to advising success. In this article, I share the foundation for interpersonal relations proficiency, communicate the challenges in interpersonal skill areas, and provide strategies with examples designed for advisors to enhance their proficiency in their relationships with advisees.
Living the Good (Work) Life: Implications of General Values for Work Values
Authors: Carlstrom Aaron H.
Published: July 2013

Advances in the understanding of general values from personality and social psychology apply to work values. In this paper, I introduce the concepts of values, value priorities, motivational goals, value types, and personal value systems used to clarify work values. I also introduce the terms basic and broad value and work value types. Second, I organize O*NET work values with Schwartz's 1992 structural model of general values and discuss the implications. Third, I discuss issues to consider when addressing work values, such as life roles, developmental levels, work and life experiences as well as context and cultural variables. Fourth, I conclude the article by providing student learning outcomes about work values for career advising.
A Success Course for Freshmen on Academic Probation: Persistence and Graduation Outcomes
Authors: McGrath Shelley M. , Burd Gail D.
Published: July 2013

Administrators at a large, public university launched a mandatory success course for freshmen placed on academic probation at the end of their first semester. We compared the rates of course participant and nonparticipant return to good academic standing; persistence to the 2nd, 3rd, and 4th years; and graduation (within 4 to 5 years). The chi-square test for independence revealed significant differences across all measures of persistence and graduation between the control and treatment groups. We call for an increase in credit-bearing success courses using applied retention theories in the curriculum for students on academic probation.
Investigating the Motivations of the Pre-Engineering Major
Authors: BERONIA TERRY A. , BEE RICHARD H.
Published: July 2013

Engineering programs on campuses nationwide continue to attract large numbers of students. As enrollments in these programs soar. many schools which previously had open admission policies have been forced to control enrollment, resulting in a large population of pre-engineering majors — some having limited career aspirations or unrealistic academic expectations. To aid in the understanding and advising of these majors, student profiles reflecting motivation patterns have been presented.
USING FACULTY TO ADVISE NEW STUDENTS
Authors: Dehn Shannon
Published: July 2013

In an effort to improve certain critical areas in the academic advising system, faculty and administrators at St. Joseph's College developed an advising approach using a team of faculty advisors from different disciplines to advise all incoming students. A description of the “new strategy” and its results appear in this article.
ACADEMIC PLANNING AS A CAREER STRATEGY
Authors: Danis Edward J.
Published: July 2013

The following ideas were adapted from a handout given by the Division of Undergraduate Studies at Penn State to its students, who more often than not have great concerns about their University education vis-a-vis the job market. Addressing students directly, it is intended as a practical tool for academic advisors at all institutions of higher education regardless of size or scope. Those who find the contents helpful for their advisers should feel free to use this feature, partially or in its entirely, and should feed free to structure it for local situations.
THE URSINUS COLLEGE FRESHMAN ADVISING PROGRAM
Authors: Chambliss Catherine Anne , Fago George
Published: July 2013

Students today generally need more time and more advice in assessing the wider range of career and life options available to them. Connected to this is an increased need for assistance in academic planning. Students confront more diverse academic options in today's curriculum, and discover that college coursework decisions relate to today's expanded career options in increasingly complex ways. The process of adjusting to college life, with its greater demand for personal responsibility and independence, has always been challenging. It is now widely recognized that this process can be facilitated by a helping relationship with someone skilled in guiding young adults.
THE ACADEMIC ADVISOR AS ENVIRONMENTAL CHANGE AGENT
Authors: Arndt J. Richard
Published: July 2013

The author of this article believes that academic advisors, especially directors of advising units, how an excellent opportunity to help students by becoming environmental change agents on their campuses. Here, he reports some of the responses he has received from advisors who have performed this role on their respective campuses – what they did and how they did it.
STUDENT EVALUATION
Authors: Neale Anita , Sidorenko Catherine
Published: July 2013

The rationale for implementing a student evaluation of advising services was based on the premise that for advising services to be effective there must be evaluation. How can advising services and advisor performance be improved if students are not asked to rate their experiences in academic advising? After all, they are the consumers of the service! This article will explain the methodology used in a computerized student evaluation model that has been used for four years, identify the steps involved in designing a questionnaire and in implementing a student evaluation, and describe how advising services and advisor performance can be improved, based on student feedback.
ON THE IDEAL OF MENTORSHIP
Authors: Wilcox Joel F.
Published: July 2013

The author's note on this article is as follows: “I have been looking for ways to bring the humanities more into discussions of advising. Mentorship seemed a likely way, it having grown out of my long-term interest in the use of dialectic in advising conversation (and a long-term interest in Plato). Even I am not so eccentric as to try a paper on dialectic and advising, but mentorship afforded a convenient jumping-off point, even if I may have been jumping in a direction different from everyone else!”

This article began as a formal presentation which, according to the author, was “warmly received,” and elicited the following comment: “Thank you for reminding us that what we sometimes think we have been doing for only about 10 years has been going on for 2500.”
DEVELOPMENTAL ADVISING THROUGH LIFE ROLES
Authors: Abel Janice
Published: July 2013

Expanding developmental advising through life roles offers the opportunity for advising to realize its potential as a developmental and integrating force in higher education. The author suggests a model for moving into these life roles as well as ideas for academic advisors to use in incorporating leisure and leadership perspectives into their advising.
THE IMPACT OF ADMINISTRATIVE SUPPORT AND INSTITUTIONAL TYPE ON ADULT LEARNER SERVICES
Authors: Polson Cheryl J. , Eriksen Jan P.
Published: July 2013

The study described examined the scope of existing services for adult learners enrolled in higher education today. Two analyses were performed, one to review the effect of institutional type on services provided and the second to understand the impact of perceived administrative support on efforts to serve this student population. The implications of the findings for academic advisors are addressed.
A COMPUTER-BASED, STUDENT-OPERATED ADVISING SYSTEM FOR EDUCATION MAJORS
Authors: Milheim William D. , Bredemeier Nancy I. , Clemente Rebecca
Published: July 2013

The College of Education at Kent State University has recently implemented a computer-controlled advising system for use by undergraduate education students. This computer program provides information in a variety of different areas including descriptions of various education programs, deadlines and applications, student teaching, and other topics that may be helpful to these students. Preliminary evaluation shows that the system is easy to use and effectively able to answer the questions often asked by undergraduate students in the College.
UNDECIDED, MULTIPLE CHANGE, AND DECIDED STUDENTS
Authors: Anderson Belinda C. , Creamer Don G. , Cross Lawrence H.
Published: July 2013

This article demonstrates than an examination of demographic and performance variables revealed few differences among entering student groups in terms of whether or not they declared a major field of study. The authors state that “the major contribution of this study is to call into question the impression . . . that undecidedness represents a problem for the student. . .”
THE PROFESSIONAL ADVISOR
Authors: Migden Joseph
Published: July 2013

In this article, the author discusses the value of including professional advisors in an overall advising program. He makes comparisons among faculty, peer, and professional advisors, discussing the contribution of each type within a system.
I DON'T THINK WE CAN DO IT ALONE
Authors: Stineman Frances C.
Published: July 2013

The following message is actually a request for help in confronting “the tough issues of standards and measurements” in academic advising. The author welcomes “comments or criticisms” regarding her inquiry.
Academic Advising and First-Generation College Students: A Quantitative Study on Student Retention
Authors: Swecker Hadyn K. , Fifolt Matthew , Searby Linda
Published: July 2013

For this quantitative study, we used a multiple logistic regression technique to investigate the relationship between the number of meetings with an academic advisor and retention of first-generation students, as represented by enrollment status and academic standing at a large, public research institution in the Southeast. Consistent with previous studies and student retention literature, the number of advisor meetings (independent variable) was a significant predictor of student retention. Findings from this study suggest that for every meeting with an academic advisor, the odds that a student will be retained increase by 13%.
Pathological fractures in children
Authors: De Mattos C. B. R. , Binitie O. , Dormans J. P.
Published: July 2013

Pathological fractures in children can occur as a result of a variety of conditions, ranging from metabolic diseases and infection to tumours. Fractures through benign and malignant bone tumours should be recognised and managed appropriately by the treating orthopaedic surgeon. The most common benign bone tumours that cause pathological fractures in children are unicameral bone cysts, aneurysmal bone cysts, non-ossifying fibromas and fibrous dysplasia. Although pathological fractures through a primary bone malignancy are rare, these should be recognised quickly in order to achieve better outcomes. A thorough history, physical examination and review of plain radiographs are crucial to determine the cause and guide treatment. In most benign cases the fracture will heal and the lesion can be addressed at the time of the fracture, or after the fracture is healed. A step-wise and multidisciplinary approach is necessary in caring for paediatric patients with malignancies. Pathological fractures do not have to be treated by amputation; these fractures can heal and limb salvage can be performed when indicated.
The role of the posterior cruciate ligament in total knee replacement
Authors: Ritter M. A. , Davis K. E. , Meding J. B. , Farris A.
Published: July 2013

Objectives

The purpose of this study was to examine the effect of posterior cruciate ligament (PCL) retention, PCL recession, and PCL excision during cruciate-retaining total knee replacement.

Methods

A total of 3018 anatomic graduated component total knee replacements were examined; 1846 of these retained the PCL, 455 PCLs were partially recessed, and in 717 the PCL was completely excised from the back of the tibia.

Results

Clinical scores between PCL groups favored excision for flexion (p < 0.0001), and recession and retention for stairs (p < 0.0001). There was a mild difference in long-term all-cause aseptic survivorship between PCL-retained (96.4% at 15 years) combined with PCL-recessed groups (96.6% at 15 years) when compared with the PCL-excised group (95.0% at 15 years) (p = 0.0411, Wilcoxon; p = 0.0042, log-rank), as well as tibial or femoral loosening, which reported prosthesis survival of 97.8% at 15 years for PCL-retained knees, 98.2% for recessed knees, and 96.4% for excised knees (p = 0.0934, Wilcoxon; p = 0.0202, log-rank).

Conclusions

Despite some trade-off in clinical performance, if the PCL is detached at the time of operation, conversion to a posterior-stabilised prosthesis may not be necessarily required as long as stability in the anteroposterior and coronal planes is achieved.
The first tarsometatarsal joint and its association with hallux valgus
Authors: Mason L. W. , Tanaka H.
Published: July 2013

Introduction

The aetiology of hallux valgus is almost certainly multifactoral. The biomechanics of the first ray is a common factor to most. There is very little literature examining the anatomy of the proximal metatarsal articular surface and its relationship to hallux valgus deformity.

Methods

We examined 42 feet from 23 specimens in this anatomical dissection study.

Results

This analysis revealed three distinct articular subtypes. Type 1 had one single facet, type 2 had two distinct articular facets, and type 3 had three articular facets one of which was a lateral inferior facet elevated from the first. Type 1 joints occurred exclusively in the hallux valgus specimens, while type 3 joints occurred exclusively in normal specimens. Type 2 joints occurred in both hallux valgus and normal specimens. Another consistent finding in regards to the proximal articular surface of the first metatarsal was the lateral plantar prominence. This prominence possessed its own articular surface in type 3 joints and was significantly flatter in specimens with hallux valgus (p < 0.001) and the angle with the joint was significantly more obtuse (p < 0.001).

Conclusions

We believe the size and acute angle of this prominence gives structural mechanical impedance to movement at the tarsometatarsal joint and thus improves the stability.
Osteoinduction by combining bone morphogenetic protein (BMP)-2 with a bioactive novel nanocomposite
Authors: Sharma A. , Meyer F. , Hyvonen M. , Best S. M. , Cameron R. E. , Rushton N.
Published: July 2013

Objectives

There is increasing application of bone morphogenetic proteins (BMPs) owing to their role in promoting fracture healing and bone fusion. However, an optimal delivery system has yet to be identified. The aims of this study were to synthesise bioactive BMP-2, combine it with a novel α-tricalcium phosphate/poly(D,L-lactide-co-glycolide) (α-TCP/PLGA) nanocomposite and study its release from the composite.

Methods

BMP-2 was synthesised using an Escherichia coli expression system and purified. In vitro bioactivity was confirmed using C2C12 cells and an alkaline phosphatase assay. The modified solution-evaporation method was used to fabricate α-TCP/PLGA nanocomposite and this was characterised using X-ray diffraction and scanning electron microscopy. Functionalisation of α-TCP/PLGA nanocomposite by adsorption of BMP-2 was performed and release of BMP-2 was characterised using an enzyme-linked immunosorbent assay (ELISA).

Results

Alkaline phosphatase activity of C2C12 cells was increased by the presence of all BMP-2/nanocomposite discs compared with the presence of a blank disc (p = 0.0022), and increased with increasing incubation concentrations of BMP-2, showing successful adsorption and bioactivity of BMP-2. A burst release profile was observed for BMP-2 from the nanocomposite.

Conclusions

Functionalisation of α-TCP/PLGA with BMP-2 produced osteoinduction and was dose-dependent. This material therefore has potential application as an osteoinductive agent in regenerative medicine.
Superior accuracy of model-based radiostereometric analysis for measurement of polyethylene wear
Authors: Stilling M. , Kold S. , de Raedt S. , Andersen N. T. , Rahbek O. , Søballe K.
Published: July 2013

Objectives

The accuracy and precision of two new methods of model-based radiostereometric analysis (RSA) were hypothesised to be superior to a plain radiograph method in the assessment of polyethylene (PE) wear.

Methods

A phantom device was constructed to simulate three-dimensional (3D) PE wear. Images were obtained consecutively for each simulated wear position for each modality. Three commercially available packages were evaluated: model-based RSA using laser-scanned cup models (MB-RSA), model-based RSA using computer-generated elementary geometrical shape models (EGS-RSA), and PolyWare. Precision (95% repeatability limits) and accuracy (Root Mean Square Errors) for two-dimensional (2D) and 3D wear measurements were assessed.

Results

The precision for 2D wear measures was 0.078 mm, 0.102 mm, and 0.076 mm for EGS-RSA, MB-RSA, and PolyWare, respectively. For the 3D wear measures the precision was 0.185 mm, 0.189 mm, and 0.244 mm for EGS-RSA, MB-RSA, and PolyWare respectively. Repeatability was similar for all methods within the same dimension, when compared between 2D and 3D (all p > 0.28). For the 2D RSA methods, accuracy was below 0.055 mm and at least 0.335 mm for PolyWare. For 3D measurements, accuracy was 0.1 mm, 0.2 mm, and 0.3 mm for EGS-RSA, MB-RSA and PolyWare respectively. PolyWare was less accurate compared with RSA methods (p = 0.036). No difference was observed between the RSA methods (p = 0.10).

Conclusions

For all methods, precision and accuracy were better in 2D, with RSA methods being superior in accuracy. Although less accurate and precise, 3D RSA defines the clinically relevant wear pattern (multidirectional). PolyWare is a good and low-cost alternative to RSA, despite being less accurate and requiring a larger sample size.
Chronological changes in the collagen-type composition at tendon–bone interface in rabbits
Authors: Tabuchi K. , Soejima T. , Kanazawa T. , Noguchi K. , Nagata K.
Published: July 2013

Objectives

The purpose of this study was to evaluate chronological changes in the collagen-type composition at tendon–bone interface during tendon–bone healing and to clarify the continuity between Sharpey-like fibres and inner fibres of the tendon.

Methods

Male white rabbits were used to create an extra-articular bone–tendon graft model by grafting the extensor digitorum longus into a bone tunnel. Three rabbits were killed at two, four, eight, 12 and 26 weeks post-operatively. Elastica van Gieson staining was used to colour 5 µm coronal sections, which were examined under optical and polarised light microscopy. Immunostaining for type I, II and III collagen was also performed.

Results

Sharpey-like fibres comprised of type III collagen in the early phase were gradually replaced by type I collagen from 12 weeks onwards, until continuity between the Sharpey-like fibres and inner fibres of the tendon was achieved by 26 weeks.

Conclusions

Even in rabbits, which heal faster than humans, an observation period of at least 12 to 26 weeks is required, because the collagen-type composition of the Sharpey-like fibre bone–tendon connection may have insufficient pullout strength during this period. These results suggest that caution is necessary when permitting post-operative activity in humans who have undergone intra-bone tunnel grafts.
Refixation of osteochondral fractures by ultrasound-activated, resorbable pins
Authors: Neumann H. , Schulz A. P. , Gille J. , Klinger M. , Jürgens C. , Reimers N. , Kienast B.
Published: July 2013

Objectives

Osteochondral injuries, if not treated adequately, often lead to severe osteoarthritis. Possible treatment options include refixation of the fragment or replacement therapies such as Pridie drilling, microfracture or osteochondral grafts, all of which have certain disadvantages. Only refixation of the fragment can produce a smooth and resilient joint surface. The aim of this study was the evaluation of an ultrasound-activated bioresorbable pin for the refixation of osteochondral fragments under physiological conditions.

Methods

In 16 Merino sheep, specific osteochondral fragments of the medial femoral condyle were produced and refixed with one of conventional bioresorbable pins, titanium screws or ultrasound-activated pins. Macro- and microscopic scoring was undertaken after three months.

Results

The healing ratio with ultrasound-activated pins was higher than with conventional pins. No negative heat effect on cartilage has been shown.

Conclusion

As the material is bioresorbable, no further surgery is required to remove the implant. MRI imaging is not compromised, as it is with implanted screws. The use of bioresorbable pins using ultrasound is a promising technology for the refixation of osteochondral fractures.
Mobile- versus fixed-bearing modern total knee replacements – which is the more patella-friendly design?
Authors: Wyatt M. C. , Frampton C. , Horne J. G. , Devane P.
Published: July 2013

Objectives

Our study aimed to examine if a mobile-bearing total knee replacement (TKR) offered an advantage over fixed-bearing designs with respect to rates of secondary resurfacing of the patella in knees in which it was initially left unresurfaced.

Methods

We examined the 11-year report of the New Zealand Joint Registry and identified all primary TKR designs that had been implanted in > 500 knees without primary resurfacing of the patella. We examined how many of these were mobile-bearing, fixed-bearing cruciate-retaining and fixed-bearing posterior-stabilised designs. We assessed the rates of secondary resurfacing of the patella for each group and constructed Kaplan-Meier survival curves.

Results

Our study showed a significantly higher rate of revision for secondary resurfacing of the patella in the fixed-bearing posterior-stabilised TKR designs compared with either fixed-bearing cruciate-retaining or mobile-bearing designs (p = 0.001 and p = 0.036, respectively).

Conclusions

This New Zealand Registry study shows that during the last 11 years, revision procedures to resurface an unresurfaced patella in primary TKR occurred at a higher rate in fixed-bearing posterior-stabilised designs.
Broadening the Paradigm of Marketing as Exchange: A Public Policy and Marketing Perspective
Authors: Hill Ronald Paul , Martin Kelly D.
Published: July 2013

The academic discipline of marketing faces concerns of relevance, which scholars ignore at their peril. These concerns evolve from three sources: (1) theoretical disregard of the majority of people in favor of a narrow, affluent socioeconomic subset; (2) languages of research and practice that dehumanize people with whom marketers engage and exchange; and (3) paradigmatic constructs that eliminate systemic realities and challenges from consideration. Consequently, most theories and practices strip away people's heterogeneity in favor of simplistic ways of measuring success. In this article, the authors argue that this situation demands a new paradigm to guide public policy and marketing scholars. These new perspectives advocate the theoretical understanding of people through bioeconomic exchange and recognize that the ability to market brings societal responsibilities beyond the limited efforts to date. Furthermore, measures of success must integrate what marketing does, how it is done, and what it fails to do so that scholars and policy makers can fully comprehend its larger impact.