Epithelioid smooth muscle tumor is relatively rare and potentially malignant, especially in retroperitoneum. Distinct criteria for malignancy still have not been clarified in this epithelioid variant arising in retroperitoneum. We report a deceptively benign-appearing epithelioid leiomyosarcoma in a 50-year-old female. She was admitted with abdominal discomfort and dysuria. Abdominal CT showed a well-demarcated, 10 10 cm sized, solid mass in retroperitoneum. Concomitant metastatic lesions were noted in right lung field. Surgical excision of retroperitoneal mass and right lung lobectomy were performed. The retroperitoneal mass showed yellowish-tan, well-delineated and lobulated appearance. Histologically, this tumor was composed of predominantly epithelioid, round to oval cells with distinct clear cytoplasm and slightly atypical nuclei. Mitosis was rare (0~1/50 HPF). Lung lesions were morphologically similar to that of retroperitoneum.
Cytoplasm ; Dysuria ; Female ; Humans ; Leiomyosarcoma* ; Lung ; Middle Aged ; Mitosis ; Smooth Muscle Tumor ; Tomography, X-Ray Computed

PURPOSE: We examined two overarching topics: What are the Fundamental Interpersonal Relations Orientation-Behavior (FIRO-B), Perceived Stress Scale (PSS), and Self-rating Depression Scale (SDS) scores in medical students? Do their interpersonal needs correlate with stress and depression? METHODS: FIRO-B, PSS-10, and SDS were administered to 82 freshmen in College of Medicine, The Catholic University of Korea in 2014. The data were analyzed by descriptive statistics, frequency, two-way analysis of variance, independent t-test, and Pearson correlation analysis using SPSS version 21.0 (IBM Corp.). RESULTS: The level of interpersonal needs was medium range (mean, 24.52). The mean perceived stress score was 18.6. Also, 59.8% and 40.2% of students had normal range (<20) and high stress (> or =20). The mean score for depression was 36.3. Further, 97.6% and 2.4% of students had normal range (< or =49) and mild depression (< or =59). Wanted behavior correlated with stress (r=0.056) and depression (r=0.021). Expressed behavior correlated negatively with stress (r=-0.206) and depression (r=-0.301). CONCLUSION: The interpersonal needs of medical freshmen are related to stress and depression. These results can be used effectively in school adaptation programs for medical students to improve their quality of life.
Depression ; Humans ; Interpersonal Relations ; Korea ; Quality of Life ; Reference Values ; Students, Medical

The aim of this study was to classify morphological patterns of the lumbrical muscles and their anatomical variations in the hands. The lumbricals in the hand were investigated in 70 specimens of 45 embalmed Korean adult cadavers. The shapes of the lumbrical muscles were observed in 70 specimens and the distances from the distal border of the flexor retinaculum to the origins of the lumbricals were measured using digital calipers in 52 specimens. The lumbrical muscles were classified into 3 types based on their shapes, and also into 10 types based on their insertion sites. The average distances from the distal border of the flexor retinaculum to the origins of the first, second, third, and fourth lumbricals were +1.8 mm, - 1.4 mm, +5.1 mm, and +11.2 mm, respectively. The results of this study could be useful information for better understanding the function of the lumbrical muscles and for various types of diagnoses and surgery involving the hands.
Adult ; Cadaver ; Diagnosis ; Hand* ; Humans ; Muscles*

This study was designed to verify the effect of aromatherapy on menstrual cramps and dysmenorrhea by a quasi experiment (nonequivalent control group pretest-posttest design), from March to October, 2000. The subjects of this experiment consisted of 45 college women with menstrual cramps and dysmenorrhea. They were randomized by 25 for the experimental group and 20 for the control group. Their mean age was 20.6 years, mean menstrual period 28.7 days, mean menstrual cramps(VAS) 7.25, mean dysmenorrhea (Dysmenorrhea Scale) was 27.34. As treatment, aromatherapy was to give effleurrage of the abdomen with lavender, clary sage and rose as aroma oil, almond oil as carrier oil. For the control group, abdominal massage was given with only almond oil. Data collection included menstrual cramps, dysmenorrhea, the change of symptoms(low abdominal pain, lumbago, headache, nausea, fatigue, edema). Menstrual cramps, dysmenorrhea and general, menstrual characteristics of subjects were measured the first day of the pre menstrual period before treatment (pre-test), menstrual cramps, dysmenorrhea, the change of symptoms were measured the first and second day of post menstrual period after treatment (posttest). Data were analyzed by t-test, X2-test, repeated measures ANOVA, Cronbach's alpha with SAS Program. The results of this study was as follows; 1. Menstrual cramps was significantly lower in the experimental group(p = .001). 2. Dysmenorrhea was significantly lower in the experimental group(p = .027). 3.Less women in the experimental group complained about the six symptoms than women in the control group after treatment on the first day of the menstrual period(p <0.05, p <0.01) In conclusion, these findings indicate that aromatherapy with lavender, clary sage, and rose could be effective to decrease menstrual cramps, and dysmenorrhea. So, aromatherapy could be applied to women suffering with menstrual cramps, dysmenorrhea periodically as an nursing intervention.
Abdomen ; Abdominal Pain ; Aromatherapy* ; Data Collection ; Dysmenorrhea* ; Fatigue ; Female ; Headache ; Humans ; Lavandula ; Low Back Pain ; Massage ; Muscle Cramp* ; Nausea ; Nursing ; Prunus dulcis

PURPOSE: Problem-Based Learning is an effective teaching and learning method enabling the students to achieve problem solving skills, use information effectively, carry productive intelligence, think creatively, learn teamwork and responsibility. Also, students take the initiative of the class and by learning the method of self-directed learning, it will eventually lead to life time education. The purpose of this study was to develop effective teaching and learning strategy of Problem-Based Learning. METHODS: The study is a case study using investigative method and questionnaires, class observation check list, and teachers' evaluation sheets of the students. The subject of this study was 83 students and 19 tutors of Yonsei University College of Medicine. RESULTS: The characteristics of positive module in Problem-Based Learning are; students show good teamwork during the class, students are motivated and find interest in the subject, the data and materials given to the students is very useful in solving the problem. Most important element of Problem-Based Learning interaction is the number of questions asked by the students and the difficulty of the modules has no relation to the interaction of tutors and students. Students heavily rely on using textbooks during their self-regulated learning. And the elements greatly effecting the learning environment are physical environment and the use of humor in class. CONCLUSION: Tutors and students should use the teaching strategy('C-O-I-Q') and the learning strategy('M-R-I-Q') to facilitate the interaction of tutors and students, activate students' discussion and foster class climate.
Climate ; Education ; Humans ; Intelligence ; Learning* ; Problem Solving ; Problem-Based Learning ; Surveys and Questionnaires

PURPOSE: Class climate is defined as the general attitude of instructors and students in class. Analysing the instructor's behavior helps build a desirable class climate and improves academic achievement and class instruction. METHODS: The checklist using a five-point scale and consisting of 28 pairs of contrary adjectives was divided into four categories of creativeness, activeness, precision, and mildness. Two different classes taught by one instructor were studied. There were five supervisors for this study and a simple statistical analysis was done. RESULTS: For the undergraduate class, the observers' assessments showed the lowest overall point in activeness and the highest in mildness. In general, points given by the instructor were higher than the supervisor's and the student's. CONCLUSION: The instructor's perception of the class was more positive than the observers' and the students'. This means that all tested categories need to be improved. One way of dealing with this problem for the instructor is to set up a meeting with the supervisor and design a class climate improvement plan.
Checklist ; Climate* ; Creativity ; Humans ; Organization and Administration*

PURPOSE: Medical students' personality types and interpersonal needs must be considered. The purpose of this study was to examine the characteristics of personality types and interpersonal needs. METHODS: A total of 171 students in Konyang University College of Medicine were examined using the Myers-Briggs Type Indicator (MBTI) and Fundamental Interpersonal Relations Orientation-Behavior (FIRO-B). The data were analyzed by frequency analysis, t-test, and one-sample proportion test. RESULTS: The proportion of the 4 pairs of MBTI dimensions were Extroversion (E)-Introversion (I) (53.2% vs. 46.8%), Sensing (S)-Intuition (N) (63.2% vs. 36.8%), Thinking (T)-Feeling (F) (59.7% vs. 40.4%), and Judging (J)-Perceiving (P) (56.1% vs. 43.9%). The predominant personality types were ISTJ (16.4%), ESTJ (14.0%), and ESFJ (10.5%). The level of interpersonal needs were medium rage that was inclusion (mean=8.1), control (mean=8.8), affection (mean=8.1), expressed behavior (mean=12.1), wanted behavior (mean=12.9), and overall interpersonal needs (mean=25.0). Of the basic social needs, males and females differed significantly with regard to control needs (p=0.028). CONCLUSION: Educational programs that take into account personality types and characteristics of interpersonal needs are crucial in providing effective medical education. Our results suggest that the characteristics of personality types and interpersonal needs should be considered in developing an interpersonal relations improvement program for medical students.
Education, Medical ; Extraversion (Psychology) ; Female ; Humans ; Interpersonal Relations ; Male ; Personality Inventory ; Rage ; Students, Medical ; Thinking

Team-based learning (TBL) is an active learning approach. In recent years, medical educators have been increasingly using TBL in their classes. We reviewed the concepts of TBL and discuss examples of international cases. Two types of TBL are administered: classic TBL and adapted TBL. Combining TBL and problem-based learning (PBL) might be a useful strategy for medical schools. TBL is an attainable and efficient educational approach in preparing large classes with regard to PBL. TBL improves student performance, team communication skills, leadership skills, problem solving skills, and cognitive conceptual structures and increases student engagement and satisfaction. This study suggests recommendations for administering TBL effectively in medical education.
Education, Medical* ; Humans ; Leadership ; Learning* ; Problem Solving ; Problem-Based Learning ; Schools, Medical

The aim of the present study was to describe a variation of the anomalous nasi muscle in relation to the surrounding structures. The anomalous nasi muscle was found in the left face of a 40-year-old female during dissection. The anomalous nasi muscle lay on the lateral side of the nose, and it originated from the frontal process of the maxilla. The origin of the anomalous nasi muscle was located medial to the middle part of the levator labii superioris alaeque nasi muscle. It ascended superomedially to blend with the deep and lateral fibers of the superficial layer of the procerus below the level of the medial palpebral ligament. The length and width of the anomalous nasi muscle were 11.9 mm and 2.8 mm, respectively. This report demonstrated a variation of the anomalous nasi muscle, which will be helpful for understating the nasal movements and nasal wrinkles.
Adult ; Female ; Humans ; Ligaments ; Maxilla ; Nose

No abstract available.
Endometrial Neoplasms* ; Female