1.Mucin-Producing Carcinoma of the Gallbladder: Evaluation by Magnetic Resonance Cholangiopancreatography in Three Cases.
Seiji ISHIGURO ; Hiroaki ONAYA ; Minoru ESAKI ; Tomoo KOSUGE ; Nobuyoshi HIRAOKA ; Yasunori MIZUGUCHI ; Yasuaki ARAI
Korean Journal of Radiology 2012;13(5):637-642
We report three cases of mucin-producing carcinoma of the gallbladder, along with the magnetic resonance (MR) findings, especially the findings on a MR cholangiopancreatography. In our cases, linear or curvilinear streaks were detected running along the long axis of an enlarged gallbladder (mucus thread sign). When such findings were seen, a mucin-producing carcinoma of the gallbladder should be included as a differential diagnosis. Thus, gadolinium-enhanced MR imaging is mandatory for the precise diagnosis of the mucin-producing carcinoma of the gallbladder.
Adenocarcinoma, Mucinous/*diagnosis/pathology/surgery
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*Cholangiopancreatography, Magnetic Resonance
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Cholecystectomy
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Contrast Media/diagnostic use
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Diagnosis, Differential
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Fatal Outcome
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Female
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Gadolinium DTPA/diagnostic use
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Gallbladder Neoplasms/*diagnosis/pathology/surgery
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Humans
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Male
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Middle Aged
2.Establishment of "Fujita–style" problem–based learning with an emphasis on the use of a monitoring room to support tutors
Masatsugu Ohtsuki ; Kaoru Kikukawa ; Seiji Esaki ; Toru Wakatsuki ; Ikuko Tanaka ; Hiroshi Toyama ; Akiko Osada ; Shin Ishihara ; Akira Nakashima ; Yu-ichiro Ono ; Toshikazu Matsui
Medical Education 2011;42(3):135-140
1)We reproduced a problem–based learning (PBL) tutorial at our school and developed our own PBL tutorial, which we call "Fujita–style PBL." This is a clinical problem-solving type of PBL, in which both a monitoring room and small–group learning rooms are used.
2)To maintain the present number of PBL lessons despite the limited number of tutors, one tutor supervises several groups simultaneously. Coordinators observe the progress of PBL from a monitoring room and support the tutors.
3)Students learn the given scenario and identify their learning issues. After they study the learning issues by themselves, the students return to tutorials to explain their learning issues. Thereafter, each group's findings are presented to the groups supervised by one tutor.