An Investigation of the Effects of Preoperative Interdisciplinary Patient Education on Understanding Postoperative Expectations Following a Total Joint Arthroplasty
Bibliographic record
Abstract
This study aimed at evaluating the effect of a preoperative interdisciplinary educational intervention on understanding postoperative expectations following a total joint arthroplasty. The study sample consisted of 156 patients scheduled for elective total joint replacement surgery. The approach for this study was a two-group quasi-experimental design. The treatment group received an additional interdisciplinary educational session whereas the control group did not. Subjects who chose to attend the program were compared with those who received standard outpatient teaching in the preadmission testing center. Subjects who received the interdisciplinary teaching intervention were significantly better at verbalizing and demonstrating postoperative skills, and they rated all aspects of the interdisciplinary educational session as very satisfactory. The study demonstrated that the preoperative interdisciplinary educational program for patients scheduled for total joint replacement surgery had a positive effect on the understanding of postoperative expectations. The educational sessions have continued providing an option that will enhance preoperative education.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".