1.Chronological Endoscopic and Pathological Observations in Russell Body Duodenitis.
Atsushi GOTO ; Takeshi OKAMOTO ; Masaharu MATSUMOTO ; Hiroyuki SAITO ; Hideo YANAI ; Hiroshi ITOH ; Isao SAKAIDA
Clinical Endoscopy 2016;49(4):387-390
A 64-year-old man was found to have a nodule in his right lung. He also complained of nausea and abdominal pain during the clinical course. Esophagogastroduodenoscopy revealed a duodenal ulcer associated with severe stenosis and a suspicion of malignancy. However, three subsequent biopsies revealed no evidence of malignancy. The fourth biopsy showed scattered large eosinophilic cells with an eccentric nucleus, leading to a diagnosis of Russell body duodenitis (RBD). RBD is an extremely rare disease, and little is known about its etiology and clinical course. The pathogenesis of RBD is discussed based on our experience with this case.
Abdominal Pain
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Biopsy
;
Constriction, Pathologic
;
Diagnosis
;
Duodenal Ulcer
;
Duodenitis*
;
Endoscopy, Digestive System
;
Eosinophils
;
Humans
;
Lung
;
Middle Aged
;
Nausea
;
Rare Diseases
2.Problems in the Evaluation of Medical Interviewing Skills with Objective Structured Clinical Examinations: How Can Reasonable Objectivity Be Ensured?
Junko MURAKAMI ; Hideo TAKENAKA ; Akira HORIKOSHI ; Umihiko SAWADA ; Mitsugu SATO ; Hiroyuki OHI ; Masato MURAKAMI ; Mitsuru YANAI ; Jin TAKEUCHI ; Kazunari KUMASAKA ; Seiji YAZAKI
Medical Education 2001;32(4):231-237
Students' interviewing skills are now commonly evaluated with standardized patient-based assessment methods. Four pairs of instructors at Nihon University School of Medicine used objective structured clinical examinations to evaluate the medical interviewing skills of 122 fifth-year medical students. The results were then analyzed to improve the accuracy of rating with objective structured clinical examinations. Interrater variability was significant among the two pairs of instructors. Variability was greatest when instructors evaluated a student's performance but was minimal when they judged whether a student had carried out a task. The number of standardized patients was 8, with the average score of each standardized patient ranging from 52.5 to 73.3 (full score, 100). These results suggest that the rating process for each item should be further refined and that the standard for evaluation should be clarified.