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Background: Cartilage lesions of the patellofemoral joint are a challenging condition. Hyaluronan-based matrix-assisted autologous chondrocyte transplantation (MACT) has been shown to offer a significant improvement in the short term but has a tendency to worsen at midterm follow-up. Hypothesis: Patients treated with MACT for lesions of the articular surface of the patellofemoral joint will present further clinical worsening at long-term follow-up. Study Design: Case series; Level of evidence, 4. Methods: Thirty-two patients with full-thickness chondral lesions in the patellofemoral joint were treated with hyaluronan-based MACT and were prospectively evaluated preoperatively and at 2-, 5-, and 10-year follow-up. The mean defect size was 4.45 cm2. There were 20 lesions located on the patella and 8 on the trochlea, and 4 patients had multiple lesions: 3 with patellar and trochlear lesions and 1 with patellar and lateral femoral condyle lesions. Results were evaluated using International Knee Documentation Committee (IKDC) subjective scores, EuroQol visual analog scale (EQ VAS) scores, and Tegner scores. Surgical and clinical failures were documented. Results: All scores showed a statistically significant improvement at 2-, 5-, and 10-year follow-up with respect to the preoperative level. No worsening was observed at the last follow-up, and results were stable up to 10 years. The improvement in mean (±SD) outcome scores from preoperatively to 2-, 5-, and 10-year follow-up was as follows: IKDC, from 46.0 ± 19.8 to 77.1 ± 17.4, 72.0 ± 20.4, and 78.6 ± 16.4, respectively; Tegner, from 2.5 ± 1.4 to 4.7 ± 1.8, 4.7 ± 1.6, and 4.4 ± 1.5, respectively; and EQ VAS, from 56.9 ± 18.4 to 81.7 ± 13.2, 79.2 ± 17.9, and 78.9 ± 1.7, respectively. Four patients did not achieve significant clinical improvement, and 1 of these patients required further surgical treatment. All failures were female patients with patellar defects, and 3 of them had degenerative lesions and underwent a previ

The purpose of this paper is a development of approaches and recommendations on the selection of quantitative and qualitative component structure of disciplinary competencies, as well as ways of its formal description. One of the main problems, which it is necessary to decide while developing a studying and methodical discipline complex (for example, a discipline program, a fund of estimation tools, etc.) of competence-oriented educational program, is designing of a component structure of each part of competence (a disciplinary competence), that is involved in the formation of the discipline. In this case, a significant impact on this process has not only the content of thematic plan and selected kinds of class and self works of students, but proposed control tools and diagnosing methods of learning outcomes specified in the competency format. Methods. It is proposed to use joint (testable) design component structure of disciplinary competencies and control tools (tests, test materials), check the level of development of their constituent elements described in the triad of «to know», «to be able to», «to master». Requirements to the basic quantitative and qualitative properties of disciplinary competence component structure are formulated and substantiated. A structure of diagnostic table that makes it possible to set a correspondence between disciplinary competence elements and components and their control tests, and also to fix outcomes of current control of development level (test reactions in the binary and not binary alphabets) is proposed and analyzed. A classification of diagnostic tests is given; their impact on format and properties of diagnostic table is shown. Scientific novelty. The approach to designing of a testable component structure of disciplinary competence is proposed; it allows setting some properties of control object, which can increase procedure effective and decoding precision of diagnosis of learning outcomes specified in the competency for, Цель работы – разработка подходов и рекомендаций для выбора количественных и качественных показателей компонентной структуры дисциплинарной компетенции, а также способов ее формализованного описания. Одной из основных задач, которую необходимо решать при создании учебно-методического комплекса дисциплины (ее рабочей программы, фонда оценочных средств и т. д.) и компетентностно-ориентированной образовательной программы, является проектирование компонентной структуры каждой части компетенции (дисциплинарных компетенций). Существенное влияние на данный процесс оказывают не только содержание тематического плана и выбранные виды аудиторной и самостоятельной работы, но и планируемые средства контроля и методы диагностирования результатов обучения, заданных в компетентностном формате. Методы и результаты работы. Предлагается совместное (контролепригодное) проектирование компонентной структуры дисциплинарных компетенций и средств контроля (тестов, контрольно-измерительных материалов), проверяющих уровень освоения их составных элементов, сформулированных в триаде «знать», «уметь», «владеть». Обосновываются требования к основным количественным и качественным показателям компонентной структуры дисциплинарной компетенции. Разработана и проанализирована структура таблицы диагностирования, позволяющая установить соответствие между компонентами дисциплинарных компетенций и контролирующими их тестами, а также зафиксировать результаты текущего контроля уровня освоения. Дана классификация диагностических тестов, показано их влияние на формат и параметры таблицы диагностирования. Научная новизна. Описан подход к формированию контролепригодной компонентной структуры дисциплинарной компетенции, позволяющий придать объекту контроля свойства, повышающие эффективность процедуры и точность дешифрации диагностирования результатов обучения. Представлены частные результаты применения некоторых положений аппарата и методов технической диагностики для их использования в области измерения качеств