Objective To determine the 30‐day morbidity rate after hysterectomy for benign disease and identify predictors of 30‐day morbidity. Methods A retrospective study was conducted among women undergoing hysterectomy for benign indications between January 1, 2010, and December 31, 2015, at Konkuk University Hospital, South Korea. Multivariable regression analysis identified independent factors for morbidity. Results 1609 women were included. 30‐day morbidity rates were 4.5% (n=72) for the whole cohort: 7.5% (28/371), 3.2% (22/686), and 4.0% (22/552) for abdominal hysterectomy, laparoscopic‐assisted vaginal hysterectomy (LAVH), and vaginal hysterectomy, respectively. The most common 30‐day postoperative morbidities were urinary complications (1.2%, 20/1609), wound infection (0.9%, 14/1609), and blood transfusion more than 4 units (0.7%, 11/1609). In multivariate regression analysis, Charlson comorbidity index of 2 or more, operative time, and estimated blood loss were independently associated with morbidity. Propensity score‐matching indicated no difference in morbidity rates for the abdominal hysterectomy and LAVH or vaginal hysterectomy groups (P=0.351), whereas the LAVH or vaginal hysterectomy groups were more strongly associated with operation time, estimated blood loss, and length of postoperative hospital stay. Conclusion Comorbidity index, operative time, and blood loss were independently associated with morbidity following hysterectomy. These findings supported the preoperative optimization of comorbidities and the appropriate selection of surgical approaches.

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Experiential learning (EL) can offer a high impact educational opportunity that benefits students from diverse backgrounds, creating an inclusive learning environment. Barriers to the generalization of EL can include a lack of institutional support, risk avoidance, time, and faculty instructional ability. As well EL require additional efforts from students, which can include a non-traditional perspective of cognitive, psychomotor and affective domains. The authors have experienced success in optimizing three important EL components: preparation, customization and on-site triage. We report results from a quasiexperimental qualitative study of 102 students who responded to a post-event perception survey of their comfort levels, understanding, preparation and instructor’s role. We found that students were generally positive about their EL, however; most positive of the instructor helping them feel more comfortable during the EL (x̅=3.80 on a 4.00 scale) and their feelings afterward (x̅=3.75). Students were very positive in their belief that they learned more from the EL than in a traditional class (x̅=3.75). There were positive and significant changes in students attitudes, perceptions and beliefs in the time prior to the event compared to the time during and after. Students were significantly more likely to exhibit higher comfort levels after the event than prior (t =-3.459, p < .001).

Vernacular architecture represents the traditional architecture that developed over time within a particular culture or region that embodied indigenous knowledge. These buildings provide an invaluable cultural heritage, and learning from them is an important way to preserve indigenous culture. However, the negative view commonly held about indigenous knowledge in architectural theory and historical research that developed during the colonial era has not begun to change; the indigenous knowledge embedded in vernacular architecture has been ignored. This article discusses a proposed framework in which we can learn from vernacular architecture to preserve indigenous culture, including studying traditional building techniques, incorporating traditional materials and designs, adapting traditional designs to contemporary needs, involving local communities, and encouraging sustainable building practices. This proposed framework is applied to learning from Native Hawaiian architecture as a way to demonstrate its practicality and necessity. By studying the designs, materials, and techniques used in vernacular buildings, we can gain a deeper understanding of the cultural, environmental, and social contexts in which they were created.

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