ABSTRACT
Background: Osteoarthritis (OA) of knee is one of the major causes in musculoskeletal condition leading to func-tional loss in patients. Determining the progression of the disease is a useful tool which will help in planning of exer-cise programme to slow or halt the disease progression. Measuring the joint space width of the tibio-femoral joint is one of the best options for knowing the disease progression and helps in designing exercise programme. Aim:Retro-spective measurement of joint space width in patients with bilateral tibiofemoral osteoarthritis of knee joint. Method-ology: Data was retrieved from the picture archiving and communication system (PACS) from 1stof February to 22ndof June 2018. Radiographs that were showing OA knee features by using Kellegren Lawrence (KL) grading system were considered and the joint space between the tibial and femoral compartment were measured. Result: The joint space width showed more reduction in the medial compartment of the joint as compared to the lateral compartment. Conclusion: In rural population of Maharashtra the medial joint space is markedly decreased as compared to the lat-eral compartment of the tibiofemoral joint and as the KL grade increases the joint space width decreased.
ABSTRACT
Curriculum is an essentially signified foundation of an academic arena. The master key of the treasure curriculum is anchored in its development. The basic and progressive aspects are the prominent spectrums of curriculum in navigating the stakeholders. Empowerment of curriculum by augmenting its development has been a topic of ongoing discussion in the enrichment of the educational field. By reviewing selected past and present relevant articles, this review article is aimed to provoke and fortify insights for the due perfection, systematization, and standardization in the futuristic aspects towards curriculum development. This is a sincere effort to present the versatile role of the concept of curriculum development and validate its significant aspects by keeping the various stakeholders in mind. It is hoped that this article would help motivate elder and newer generations of curriculum developers, academicians and researchers for expounding the process, for recognizing the intrinsic and upcoming challenges in the field of curriculum development for recognizing needs to refresh, update technology and upgrade pedagogics, for standardizing curriculum at the global application and for instigating an urge to research various aspects of this topic to bring in the due change, advancement and standardization.