3D Printing characteristics and mechanical properties of a bio scaffold obtained from a Micro-CT Scan, using the fused deposition modeling technique

The objective is to determine which biopolymer has the best 3D printing characteristics and mechanical properties for the manufacture of a bioscaffold, using the fused deposition printing technique, with models generated from an STL file obtained from a Micro-CT scan taken from a bovine iliac crest bone structure. Through an experimental exploratory study, three study groups of the analyzed biopolymers were carried out with thirteen printed structures of each one. The first is made of 100% PLA. The second, 90B, we added 1g of diatom extract, and the third, 88C, differs from the previous one in that it also contains 1g of calcium phosphate. The 39 printed structures underwent a visual inspection test, which required the fabrication of a gold standard scaffold in resin, with greater detail and similarity to the scanned bone structure. Finally, the structures were subjected to a compressive force (N) to obtain the modulus of elasticity (MPa) and compressive strength (MPa) of each one of them. A statistically significant difference (p=0.001) was obtained in the printing properties of the biomaterial 88C, compared to 90B and pure PLA and the 88C presented the best 3D printing characteristics. In addition, it also presented the best mechanical properties compared to the other groups of materials. Although the difference between these was not statistically significant (p=0.388), in the structures of the 88C biomaterial, values of compressive strength (8,84692 MPa) and modulus of elasticity (43,23615 MPa) were similar to those of cancellous bone in the jaws could be observed. Because of this result, the 88C biomaterial has the potential to be used in the manufacture of bioscaffolds in tissue engineering.

El objetivo es determinar cuál biopolímero presenta las mejores características de impresión 3D y propiedades mecánicas para la fabricación de un bioandamiaje, utilizando la técnica de impresión por deposición fundida, con modelos generados a partir de un archivo en formato STL que se obtuvo de un Micro-CT Scan de una estructura osea de cresta iliaca bovina. Mediante un estudio exploratorio, se realizaron 3 grupos de estudio con trece estructuras impresas de cada uno. El primero, se compone 100% de PLA. El segundo, 90B, se le agrega 1g de extracto de diatomea, y el tercero, 88C, se diferencia del anterior ya que contiene además, 1g de fosfato de calcio. A las 39 estructuras impresas se les realizó una prueba de inspección visual, por lo que se requirió la confección de un patrón de oro en resina, con mayor detalle y similitud a la estructura ósea escaneada. Finalmente, las estructuras fueron sometidas a una fuerza compresiva (N) para la obtención del módulo de elasticidad (MPa) y de la resistencia compresiva (MPa) de cada una de ellas. Se obtuvo una diferencia estadísticamente significativa (p=0,001) en las propiedades de impresión del biomaterial 88C, con respecto al 90B y al PLA puro, presentando las mejores características de impresión 3D. Además, obtuvo las mejores propiedades mecánicas en comparación con los otros grupos de materiales. Aunque la diferencia entre estos no fue estadísticamente significativa (p=0,388), en las estructuras del biomaterial 88C, se pudieron observar valores de resistencia compresiva (8,84692 MPa) y módulo de elasticidad (43,23615 MPa) que son semejantes a los del hueso esponjoso de los maxilares. A razón de este resultado, el biomaterial 88C cuenta con el potencial para ser utilizado en la fabricación de bioandamiajes en la ingeniería tisular.

Role of Homer1a/mGluR5 signaling pathway in cognitive dysfunction induced by sleep deprivation in aged rats / 中华麻醉学杂志

Objective:To evaluate the role of Homer1a/metabotropic glutamate receptor 5 (mGluR5) signaling pathway in sleep deprivation-induced cognitive dysfunction in aged rats.Methods:One hundred and four SPF healthy male Sprague-Dawley rats, aged 22-24 months, weighing 320-360 g, were divided into 4 groups ( n=26 each) using a random number table method: normal control group (group Control), sleep deprivation+ vehicle group (group SD+ Vehicle), sleep deprivation+ mGluR5 forward allosteric agent CDPPB group (group SD+ CDPPB), and sleep deprivation+ mGluR5 antagonist MPEP group (group SD+ MPEP). A 48-h sleep deprivation model was developed by sleep-deprived rod method. At the beginning of developing the model and 24 h after developing the model, CDPPB 10 mg/kg, MPEP 10 mg/kg and the equal volume of 1% Tween 80 were intraperitoneally injected in group SD+ CDPPB, group SD+ MPEP and group SD+ Vehicle, respectively.Morris water maze and novel object recognition tests were conducted to evaluate cognitive function after development of the model. The expression of Homer1a and mGluR5 in the hippocampus was detected by Western blot, the dendritic spine density in the hippocampal CA1 region was detected by Golgi staining, and the field excitatory postsynaptic potential (fEPSP) slope in the hippocampal CA1 region was detected by isolated electrophysiology. Results:Compared with Control group, the number of crossing the original platform, time of staying at the target quadrant, and novel object recognition index at 1 and 24 h after training were significantly decreased, the expression of Homer1a in the hippocampus was up-regulated, the expression of mGluR5 in the hippocampus was down-regulated, and the density of dendritic spine and fEPSP slope in the hippocampal CA1 region were decreased in group SD+ Vehicle ( P<0.05). Compared with group SD+ Vehicle, the number of crossing the original platform, time of staying at target quadrant, and novel object recognition index at 1 and 24 h after training were significantly increased, the expression of mGluR5 in hippocampus was up-regulated, and the density of dendritic spines and fEPSP slope in the hippocampal CA1 region were increased in group SD+ MPEP( P<0.05), and no statistically significant change was found in the parameters mentioned above in group SD+ CDPPB ( P>0.05). Conclusions:Sleep deprivation impairs the synaptic plasticity of hippocampal neurons by regulating Homer1a/mGluR5 signaling pathway, and thus mediating the process of cognitive dysfunction in aged rats.

Application of scaffolding education in the nursing teaching of infectious diseases in the post-epidemic era / 中华医学教育探索杂志

Objective:To explore the effect of applying scaffolding teaching to infectious disease teaching.Methods:The study selected 259 undergraduate nursing students of Batch 2017 as the research objects, and they were randomly divided into an experimental group (126 students) and a control group (133 students) according to the odd and even numbers of their student numbers. The experimental group carried out scaffolding teaching, and the control group adopted traditional teaching. After the teaching, the two groups of students were assessed on the theory of infectious diseases and scenario simulation excercises. The teaching satisfaction of the two groups was assessed through questionnaire surveys. SPSS was used for t test and chi-square test. Results:The experimental group's theoretical assessment and scenario simulation excercises scores were both higher than those of the control group, and the difference was statistically significant ( P<0.05). The results of the questionnaire survey showed that the experimental group students were more satisfied with the scaffolding teaching model [80.2% (101/126)], which was higher than that of the control group [54.1% (72/133)], with statistically significant differences ( P<0.001). Conclusion:Scaffolding teaching is helpful to improve teaching quality and satisfaction in infectious disease teaching, and it is worthy of further promotion and application in educational practice.

Research on the scaffolding teaching in the theory teaching of Clinical Microbiology Laboratory Technology / 中华医学教育探索杂志

The scaffolding teaching is a kind of "student-centered" teaching desgin. In this study, the teacher breaks down complex content into simply conceptual framework so as to enable students to define their learning objectives, provide help for students' learning, and guide students to think independently and explore cooperatively to construct their own knowledge system. Clinical Microbiology Laboratory Technology is a specialized course with very complicated theoretical contents, which can break up the whole into parts by scaffolding instruction, combined with the learning strategies of cooperation, exploration and mind mapping. Finally, "installment fixed deposit" is realized by induction and summary. The scaffolding teaching model promotes students' ability of autonomous learning, analytical reasoning and innovation.

Autoeficacia y logro de aprendizaje en estudiantes con diferente estilo cognitivo en un ambiente m-learning / Self-efficacy and Learning Achievement in Students with Different Cognitive Style in an M-learning Environment / Autoeficácia de aprendizagem em estudantes com diferente estilo cognitivo num ambiente m-learning

Resumen Objetivo. Explorar los efectos de un andamiaje motivacional sobre el logro académico y la autoeficacia, tanto académica como online, en estudiantes con diferente estilo cognitivo en la dimensión Dependencia-Independencia de Campo (DIC), cuando aprenden contenidos matemáticos en un ambiente m-learning. Método. Participaron 56 estudiantes de educación secundaria de un colegio femenino público de la ciudad de Villavicencio, Colombia. La investigación siguió un diseño cuasi-experimental. Los participantes fueron distribuidos de forma aleatoria en dos grupos: (a) un grupo de estudiantes interactuó con un ambiente m-learning, el cual incluyó dentro de su estructura un andamiaje motivacional; y (b) otro grupo interactuó con un ambiente m-learning sin andamiaje. El estilo cognitivo de las estudiantes se determinó a través de pruebas y se aplicaron dos post-test de autoeficacia. Resultados. El andamiaje favoreció tanto el logro académico como la autoeficacia académica y online de las estudiantes con diferente estilo cognitivo. Conclusión. Los datos evidenciaron que las estudiantes, en la dimensión DIC, lograron aprendizajes equivalentes debido al efecto del andamiaje motivacional que fue incluido en el ambiente m-learning. También fue posible establecer que tanto la autoeficacia académica como la autoeficacia online de los aprendices dependientes de campo favorecen el logro académico.

Abstract Objective. To explore the effects of a motivational scaffolding on academic achievement, self-efficacy, both academic and online, in students with different cognitive style in the Field Dependence-Independence (FDI) dimension, when mathematical content is delivered in an m-learning environment. Method. Fifty-six secondary school students from a public women's school in the city of Villavicencio, Colombia participated. The research followed a cuasi-experimental design in which the participants were randomly distributed in two groups: (a) a group of students interacts with an m-learning environment, which includes within its structure a motivational scaffolding and; (b) another group interacts with an m-learning environment without scaffolding. The cognitive style of the students was determined through tests and two self-efficacy post-tests were applied. Results. The scaffolding favored both academic achievement and academic self-efficacy as well as the online students with different cognitive style. Conclusion. The data shows that students in the FDI dimension, achieved equivalent learning due to the effect of the motivational scaffolding that was included in the m-learning environment. It is also possible to establish that both academic self-efficacy and online self-efficacy of field dependent accessories favors academic achievement.

Resumo Escopo. Explorar os efeitos de um andaime motivacional sobre o logro académico e a autoeficácia tanto académica como online, em estudantes com diferente estilo cognitivo na dimensão Dependência-Independência de Campo (DIC), quando aprendem conteúdos matemáticos num ambiente m-learning. Metodologia. Participaram 56 estudantes de educação secundária de uma escola feminina pública da cidade de Villavicencio, Colômbia. A pesquisa seguiu um desenho quase- experimental. Os participantes foram distribuídos de forma aleatória em dois grupos: (a) um grupo de estudantes interagiu com um ambiente m-learning o qual incluiu dentro de sua estrutura um andaime motivacional; e b) um outro grupo interagiu com um ambiente m-learning sem andaime. O estilo cognitivo das estudantes foi determinado através de provas e foram aplicados dois post-test de autoeficácia. Resultados. O andaime favoreceu tanto o logro académico como a autoeficácia académica e online das estudantes com diferente estilo cognitivo. Conclusão. Os dados evidenciaram que as estudantes, na dimensão DIC, lograram aprendizagens equivalentes devido ao efeito do andaime motivacional que foi incluído no ambiente m-learning. Também foi possível estabelecer que tanto a autoeficácia académica como a autoeficácia online dos aprendizes dependentes de campo favorecem o logro académico.

Efecto diferencial de un andamiaje metacognitivo en un ambiente e-learning sobre la carga cognitiva, el logro de aprendizaje y la habilidad metacognitiva / Differential effect of a metacognitive scaffolding in a e-Learning environment over cognitive load, learning achievement and metacognitive consciousness

Resumen El presente estudio analiza los efectos generados por un andamiaje metacognitivo y el estilo cognitivo (dependiente/independiente de campo - DIC) en la carga cognitiva, la conciencia metacognitiva y el logro de aprendizaje cuando los estudiantes interactúan con un entorno de e-learning. Participaron 67 estudiantes de pregrado de la ciudad de Bogotá (Colombia), divididos en dos grupos. Uno interactuó con un entorno de aprendizaje con un andamiaje metacognitivo y el otro, sin él. Se utilizó la prueba EFT para establecer el estilo cognitivo de los aprendices y con la prueba MAI se determinó la conciencia metacognitiva. Se realizó un MANCOVA para analizar los datos. Los resultados sugieren diferencias entre la carga cognitiva intrínseca y extrínseca de los estudiantes dependientes de campo debido a la interacción entre el andamiaje metacognitivo y su estilo cognitivo. Los estudiantes que interactuaron con el andamiaje metacognitivo mostraron un mayor logro de aprendizaje y una mejor capacidad de monitoreo de su proceso de aprendizaje.

Abstract The present study analyzes the effects generated by a metacognitive scaffolding and the cognitive style (Field Dependent/Independent-FDI) in the cognitive load, the metacognitive awareness and the achievement of learning when the students interact with an environment of e-Learning. 67 undergraduate students from the city of Bogotá (Colombia) participated, divided into two groups. One interacted with a learning environment with a metacognitive scaffolding and the other, without it. The EFT test was used to determine the cognitive style of the ap prentices and the MAI test established the metacognitive awareness. Data were analyzed with a MANCOVA analysis. Results suggest differences between the intrinsic and extrinsic cognitive load in field dependent students due to the interaction between the metacognitive scaffolding and their cognitive style. Students who interacted with the metacognitive scaffolding showed a greater learning achievement and a better ability to monitoring their learning process.

Effect of caveolin-1 scaffolding domain peptides on heme oxygenase-1 activity increasing and M1/M2 phenotype polarization in rat alveolar macrophages induced by lipopolysaccharide / 中华危重病急救医学

Objective To investigate the effect of caveolin-1 scaffolding domain (CSD) peptides on heme oxygenase-1 (HO-1) activity increasing and M1/M2 phenotype polarization in rat alveolar macrophages (AMs) induced by lipopolysaccharide (LPS).Methods Bioinformatics was used to analyze the binding of full-length wild-type CSD polypeptide and 101 amino acid deleted truncated mutant CSD polypeptide (Δ101CSD) to HO-1. Primary AMs were isolated from rats, when cell fusion reached 80％, they were synchronized with serum-free medium and divided into five groups: no treatment was given to the blank control group; LPS group was treated with 100μg/L LPS for 16 hours;LPS+ hemin group was treated with 100μg/L LPS and 20μmol/L hemin for 16 hours; wild-type CSD polypeptide+ LPS+hemin group was pretreated with 10μmol/L wild-type CSD polypeptide 6 hours before LPS treatment; Δ101CSD+ LPS+hemin group was pretreated with 10μmol/L Δ101CSD polypeptide 6 hours before LPS treatment. After treatment for 16 hours, the co-localization between caveolin-1 (Cav-1) and HO-1 was displayed by confocal microscope; the mRNA expressions of inflammatory cytokines interleukin-1β (IL-1β) and monocyte chemoattractant protein-1 (MCP-1) and M1/M2 polarization cytokines tumor necrosis factor-α (TNF-α), inducible nitric oxide synthase (iNOS), leukocyte differentiation antigen 206 (CD206) and IL-10 were determined by real-time fluorescent quantitative reverse transcription-polymerase chain reaction (RT-qPCR); the HO-1 activity and nitric oxide (NO) production were determined by spectrophotometry.Results Bioinformatics analysis showed: both wild-type CSD and Δ101CSD peptides could bind to HO-1, and there was no significant difference in the binding ability between the two peptides, but the deletion of 101 Arg resulted in the disappearance of part of the binding region between Δ101CSD and HO-1. The results of laser confocal microscopy showed: the expressions of Cav-1 and HO-1 were lowed in the blank control group, and Cav-1 was bound to HO-1 in LPS group and LPS+ hemin group. Both wild-type CSD and Δ101CSD peptides pretreatment could significantly reduce the binding of HO-1 to Cav-1 induced by LPS. HO-1 activity analysis showed: after LPS stimulation, the activity of HO-1 was significantly higher than that of the blank control group; the activity of HO-1 induced by LPS was increased by hemin; after pretreatment with two kinds of CSD peptides, the activity of HO-1 was further increased, and the effect of wild-type CSD peptide was more significant, which showed a statistically significant difference as compared with that of LPS+ hemin group (pmol·mg-1·h-1: 3683±266 vs. 2408±132,P < 0.05). RT-qPCR results showed: LPS could induce elevation of cytokines and M1 markers and decrease of M2 markers, while hemin could inhibit LPS-induced inflammatory response and M1/M2 phenotypic polarization. Compared with LPS+ hemin group, after pretreatment with wild-type CSD peptide, the levels of inflammatory factors in AMs were decreased, and the mRNA expression levels of TNF-α and iNOS, M1 markers, were decreased [TNF-α mRNA (2-??Ct): 6.82±0.05 vs. 8.70±0.24, iNOS mRNA (2-??Ct): 331.50±32.05 vs. 506.70±0.10, bothP < 0.05], and IL-10 mRNA expression level was increased (2-??Ct: 269.09±6.54 vs. 119.05±3.30,P < 0.05). The deletion of 101 site partially weakened the inhibitory effect of CSD peptides on inflammatory factors and only reduced the expression of iNOS mRNA (2-??Ct: 429.11±8.92 vs. 506.70±0.10,P < 0.05), indicating that its ability to transform AMs from M1 phenotype to M2 phenotype was poor. The two peptides had no effect on the expression of CD206.Conclusion Wild-type CSD had beneficial effects of anti-inflammation by reducing Cav-1 binding to HO-1 induced by LPS, restoring the HO-1 activity and driving M2 phenotype in alveolar macrophages.

Role of scaffolding protein JLP on the progression of renal interstitial fibrosis in mice model of unilateral ureteral obstruction and its underlying mechanism / 中华肾脏病杂志

Objective To observe the effect of JLP deficiency on the progression of renal interstitial fibrosis in mice model of unilateral ureteral obstruction (UUO),and to investigate the role and underlying mechanism of JLP in the development of renal fibrosis in obstructive nephropathy.Methods jlp Wild type (jlp+/+) and jlp deficient (jlp-/-) mice were divided into four groups:jlp+/+-and jlp-/--sham-operated groups(jlp-/--sham group and jlp+/+-sham group),jlp+/+-and jlp-/--unilateral ureteral obstruction (UUO)-operated groups (jlp/--UUO group and jlp+/+-UUO group).Mice were sacrificed at 7 days and 14 days after the operation respectively to evaluate the fibrosis by Masson staining.The expression of JLP in jlp +/+ renal tissue was assayed by immunohistochemistry staining,immunofluorescence and Western blotting.Immunohistochemical staining was used to detect the expression of α-smooth muscle actin (α-SMA),collagen Ⅰ (COL-Ⅰ),collagen Ⅲ (COL-Ⅲ) and transforming growth factor-β1 (TGF-β1) in sham and UUO groups.Besides,the α-SMA,COL-Ⅰ,COL-Ⅲ,TGF-β1,p-Smad2 and p-Smad3 protein levels were also analyzed by Western blotting in four groups.Results The expression of JLP was mainly demonstrated in the renal tubules of mice.A large amount of collagen deposition was observed in the renal interstitial area in jlp-/--UUO group compared to jlp+/+-UUO group.Similarly,the expression of α-SMA,COL-Ⅰ,COL-Ⅲ and TGF-β1 was significantly increased in the kidney cortices in jlp-/--UUO-operated groups.Meanwhile,Western blotting showed that the expression of α-SMA,COL-Ⅰ,COL-Ⅲ,and TGF-β1 protein was obviously higher in jlp-/--UUO group.Moreover,the expression of p-Smad2 and p-Smad3 protein was markedly higher in jlp-/--UUO group.Conclusion Scaffolding protein JLP is critical in preventing renal fibrosis through the inhibition of TGF-β1 expression and myo-fibroblast production.

Preliminary practice and thinking of scaffolding instruction in the teaching of introduction to clinical medicine for medical English majors / 中华医学教育探索杂志

According to the characteristics of Introduction to Clinical Medicine and the teaching requirements for medical English major,scaffolding instruction was introduced.The teaching method was adopted in which the key points of the whole chapter was reviewed by the students before class,the frames was built by the teacher in class and filled by the students through group discussion after class,and finally the problems which came across by the students during group discussion after class was solved by the interaction between the teacher and students in the next class.Besides,building tertiary grade frames made the students first understand the key points of the whole chapter vertically and then command the progressive mechanism of every disease from basic medicine to clinical medicine and finally build the connections between the knowledge points horizontally,which inspired students' learning interest and improved their comprehensive ability to analyze the clinical case.The result proved that scaffolding instruction could improve the grades of final examination obviously and enhance the classroom efficiency.

Influence of scaffolding instruction on professional self-concept of undergraduate nursing students in clinical practice / 中国实用护理杂志

Objective To explore the influence of scaffolding instruction on improvement of professional self-concept for undergraduate nursing students in clinical practice.Methods 90 nursing students from 176 undergraduate nursing students were randomly sampled,and were randomly divided into the experimental group and the control group with 45 students in each group.The experimental group took routine clinical practice and scaffolding instruction,students of the control group took routine clinical practice.After 1 week and 6 months,professional self-concept of the students of the two groups was measured by questionnaire.Results There were significant improvement in leadership ability,professional skills,flexibility,satisfaction,communication in the experimental group after 6 months,but this improvement was not found in the control group and after 1 week in both groups.Conclusions Scaffolding instruction can effectively improve professional self-concept for undergraduate nursing students in praxis.

Logro de aprendizaje en ambientes hipermediales: andamiaje autorregulador y estilo cognitivo / Academic achievement in hypermedia environments, scaffolding self-regulated learning and cognitive style

En el presente trabajo se examina el logro de aprendizaje de estudiantes de educación secundaria, durante su interacción con un ambiente hipermedial para el aprendizaje de transformaciones geométricas en el plano bajo dos condiciones contrastadas: (1) la presencia o ausencia en el software de un andamiaje para fomentar el aprendizaje autorregulado; y (2) el trabajo con el software en solitario o en parejas. En cada condición, se examinó la interacción entre la variable logro de aprendizaje y el estilo cognitivo de los estudiantes en la dimensión de independencia-dependencia de campo. El software fue especialmente diseñado para el estudio. Participaron 128 estudiantes de cuatro cursos previamente conformados de educación secundaria de una institución de Bogotá, Colombia. Para el tratamiento de los datos, se realizó un análisis multivariado de covarianza, que mostró efectos principales significativos y positivos sobre el logro de aprendizaje por la presencia del andamiaje, el estilo cognitivo de independencia de campo y el trabajo en solitario. Se observó además una interacción significativa que indicó que, en presencia del andamiaje autorregulador, las diferencias de logro entre los estilos cognitivos desaparecen. Los resultados son prometedores respecto del potencial del uso de andamiajes autorreguladores para favorecer, de manera equitativa, el aprendizaje en entornos computacionales.

This study examines high school students' academic achievement during their interaction with a hypermedia environment to learn geometric transformations in the plane, under two contrasting conditions: (1) presence or absence, in the software, of a scaffold for self-regulated learning and (2) individual work or working in pairs. The interaction between each condition and the students' cognitive style, in the feld dependent-independent dimension, was examined. The software was especially designed for the study. Participants were128 tenth students from 4 class groups at a public school in Bogotá, Colombia. An ANCOVA analysis was performed, which showed significant and positive main effects on academic achievement by the presence of scaffolding, field independence and individual work. Another significant interaction indicates that, in the presence of a scaffold for self-regulated learning, achievement diferences between cognitive style subgroups disappear. Results are promising regarding the potential use of self - regulators scaffolding to support, eguitably, learning in coputing enviroments.

A Case of Thoraco-abdominal Penetrating Injury with an Scaffolding Pipe following a Falling

An increase has been see in fall injuries at construction sites and in penetrating injuries by iron bars or pipes associated with the fall. In particular, a thoraco-abdominal penetrating injury had the worse prognosis, and multiple organ injury occurred because of blunt trauma associated with fall. Iron bars were the most common penetrating materials, and pipe penetrating injuries were uncommon. However, because the diameter of the pipes were large than those of the bars, penetrating injuries associated with pipes were more often fatal. A secondary thoraco-abdominal injury worsened the prognosis. We reported a case of a 33-year-old man with a thoraco-abdominal trauma secondary to a penetrating injury with a scaffolding pipe following a fall.

A Case of Thoraco-abdominal Penetrating Injury with an Scaffolding Pipe following a Falling

An increase has been see in fall injuries at construction sites and in penetrating injuries by iron bars or pipes associated with the fall. In particular, a thoraco-abdominal penetrating injury had the worse prognosis, and multiple organ injury occurred because of blunt trauma associated with fall. Iron bars were the most common penetrating materials, and pipe penetrating injuries were uncommon. However, because the diameter of the pipes were large than those of the bars, penetrating injuries associated with pipes were more often fatal. A secondary thoraco-abdominal injury worsened the prognosis. We reported a case of a 33-year-old man with a thoraco-abdominal trauma secondary to a penetrating injury with a scaffolding pipe following a fall.