Browsing by Subject "Failure"

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  • ESCMID Study Grp Implant Associate; Wouthuyzen-Bakker, Marjan; Sebillotte, Marine; Lomas, Jose; Huotari, Kaisa; Soriano, Alex (2019)
    Objectives: We evaluated the treatment outcome in late acute (LA) periprosthetic joint infections (PJI) treated with debridement and implant retention (DAIR) versus implant removal. Methods: In a large multicenter study, LA PJIs of the hip and knee were retrospectively evaluated. Failure was defined as: PJI related death, prosthesis removal or the need for suppressive antibiotic therapy. LA PJI was defined as acute symptoms Results: 445 patients were included, comprising 340 cases treated with DAIR and 105 cases treated with implant removal (19% one-stage revision (n = 20), 74.3% two-stage revision (n = 78) and 6.7% definitive implant removal (n = 7). Overall failure in patients treated with DAIR was 45.0% (153/340) compared to 24.8% (26/105) for implant removal (p <0.001). Difference in failure rate remained after 1: 1 propensityscore matching. A preoperative CRIME80-score >= 3 (OR 2.9), PJI caused by S. aureus (OR 1.8) and implant retention (OR 3.1) were independent predictors for failure in the multivariate analysis. Conclusion: DAIR is a viable surgical treatment for most patients with LA PJI, but implant removal should be considered in a subset of patients, especially in those with a CRIME80-score >= 3. (C) 2019 The British Infection Association. Published by Elsevier Ltd. All rights reserved.
  • Hilppö, Jaakko; Stevens, Reed (2020)
    In an era of high-stakes testing and performance demands that regulate future educational opportunities and affect how schools are managed and funded, failure can easily become stigmatized in the practices of schooling. In turn, it can lead students to avoid activities in which they can be evaluated as failing. As researchers, if we wish to help students recognize the value of failure in the process of learning and to capitalize on failures as significant learning opportunities, we must find ways in which failure at school can be reframed as something productive, rather than punitive. In this study, we investigated how student experience in a FUSE Studio—an alternative infrastructure for learning in schools organized around principles of student choice and interest (Stevens et al., 2016)— support a different, more productive ‘use’ of failure. Our study is an investigation of how failure was framed in the FUSE Studio by students and teachers and whether these participants recognized learning from failure as a productive part of their FUSE Studio experience. Our analysis, which was based on a year-long video ethnography conducted in a typical FUSE Studio, revealed two distinct ways in which failure was framed. In addition, an analysis of participant interviews highlighted that the students and a facilitator viewed failure as a significant and productive part of their FUSE Studio experience. In sum, the study contributes to the existing literature on the value of failure for learning, by highlighting a way that failure can be framed as being productive for both students and teachers.