The aim of this study was the introduction of a specific class of signals, the so-called perfect sequences (PSEQ), in a novel approach for sonotubometry of the Eustachian tube (ET). Sonotubometry using PSEQ stimuli was performed on 20 healthy subjects in order to gauge its potential for clinical applications. In a series of 320 measurements ET opening was probed, which was induced by dry and water swallowing, Toynbee maneuver, and yawning. All sonotubograms were analyzed with respect to their shape, increase of sound intensity, and opening duration. In 298/320 measurements (>93%) the subjects reported subjective ET openings. The evaluation of the recorded sonotubograms showed good detection of ET opening for the inducing maneuvers of swallowing (dry and water swallowing) and the Toynbee maneuver, with 90, 86, and 80% valid sonotubograms, respectively. Yawning led to only 40% valid sonotubograms. In total, 237/320 (~74%) sonotubograms were classified as valid. The evaluation of the sound level increase during ET openings showed that it was significantly higher in measurements with dry and water swallowing, as well as Toynbee maneuvers (mean 17.1, 19.0 and 17.2 dB, respectively), than with yawning (mean 10.17 dB; P < 0.0001). Nasal decongestion was found to have little influence on the results (P > 0.05). Sonotubometry using PSEQ stimuli is a novel sonotubometry methodology that provides valuable information regarding the auditory tube patency. By further technical refinements of the method, a diagnostic tool with high sensitivity and specificity could be developed.
PSEQ allowed the detection of an ET opening in all 40 normal ears (91% of the performed maneuvers) and in 87.5% of the ears with impaired ET function (but only 47% of the maneuvers). The average amplitude of the openings in healthy ears was 16.86 dB, the average duration was 363 ms. In diseased ears these values were significantly lower: 9.73 dB, p < 0.001 and 280 ms, p < 0.05.
Besides lectures on basic theoretical topics, contemporary teaching and learning concepts for first semester students give more and more consideration to practically motivated courses. In this context, a new first-year introductory course in practical engineering has been established in the first semester curriculum of Electrical Engineering at RWTH Aachen University, Germany. Based on a threefold learning concept, programming skills in MATLAB are taught to 309 students within a full-time block course laboratory. The students are encouraged to transfer known mathematical basics to program algorithms and real-world applications performed by 100 LEGO Mindstorms robots. A new MATLAB toolbox and twofold project tasks have been developed for this purpose by a small team of supervisors. The students are supervised by over 60 tutors at 23 institutes, and are encouraged to create their own robotics applications. We describe how the laboratory motivates the students to act and think like engineers and to solve real-world issues with limited resources. The evaluation results show that the proposed practical course concept successfully boosts students’ motivation, advances their programming skills, and encourages the peer learning process.
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