A digital teaching material on the cardiac cycle, which discretely illustrates only the left heart system, not the right, and shows the pressure of each section clearly with an illustration of a water pipe pressure gauge, as proposed by G. Doman et al., was presented to medical students, who had not previously learned circulatory physiology. Many formative questions were also provided to promote active learning. After learning the material, the students were given an anonymous questionnaire comparing the present material with a standard textbook of physiology as the control. When asked the overall impression, 86% of the students supported the present material.

A digital teaching material on the cardiac cycle, which discretely illustrates only the left heart system, not the right, and shows the pressure of each section clearly with an illustration of a water pipe pressure gauge, as proposed by G. Doman et al., was presented to medical students, who had not previously learned circulatory physiology. Many formative questions were also provided to promote active learning. After learning the material, the students were given an anonymous questionnaire comparing the present material with a standard textbook of physiology as the control. When asked the overall impression, 86% of the students supported the present material.

A digital teaching material on the cardiac cycle, which discretely illustrates only the left heart system, not the right, and shows the pressure of each section clearly with an illustration of a water pipe pressure gauge, as proposed by G. Doman et al., was presented to medical students, who had not previously learned circulatory physiology. Many formative questions were also provided to promote active learning. After learning the material, the students were given an anonymous questionnaire comparing the present material with a standard textbook of physiology as the control. When asked the overall impression, 86% of the students supported the present material.

A digital teaching material on the cardiac cycle, which discretely illustrates only the left heart system, not the right, and shows the pressure of each section clearly with an illustration of a water pipe pressure gauge, as proposed by G. Doman et al., was presented to medical students, who had not previously learned circulatory physiology. Many formative questions were also provided to promote active learning. After learning the material, the students were given an anonymous questionnaire comparing the present material with a standard textbook of physiology as the control. When asked the overall impression, 86% of the students supported the present material.

A digital teaching material on the cardiac cycle, which discretely illustrates only the left heart system, not the right, and shows the pressure of each section clearly with an illustration of a water pipe pressure gauge, as proposed by G. Doman et al., was presented to medical students, who had not previously learned circulatory physiology. Many formative questions were also provided to promote active learning. After learning the material, the students were given an anonymous questionnaire comparing the present material with a standard textbook of physiology as the control. When asked the overall impression, 86% of the students supported the present material.

A digital teaching material on the cardiac cycle, which discretely illustrates only the left heart system, not the right, and shows the pressure of each section clearly with an illustration of a water pipe pressure gauge, as proposed by G. Doman et al., was presented to medical students, who had not previously learned circulatory physiology. Many formative questions were also provided to promote active learning. After learning the material, the students were given an anonymous questionnaire comparing the present material with a standard textbook of physiology as the control. When asked the overall impression, 86% of the students supported the present material.

A digital teaching material on the cardiac cycle, which discretely illustrates only the left heart system, not the right, and shows the pressure of each section clearly with an illustration of a water pipe pressure gauge, as proposed by G. Doman et al., was presented to medical students, who had not previously learned circulatory physiology. Many formative questions were also provided to promote active learning. After learning the material, the students were given an anonymous questionnaire comparing the present material with a standard textbook of physiology as the control. When asked the overall impression, 86% of the students supported the present material.

Objectives: The study purpose was to examine quality-of-life (QOL) of pediatric cancer patients at end-of-life and related factors using a QOL proxy rating scale from the nurse’s perspective. Methods: We conducted a survey in October 2015−February 2016. The subjects to be surveyed were nurses who were primarily in charge of patients with childhood cancer at end-of-life. We investigated 22 items of the Good Death Inventory for Pediatrics (GDI-P) and their related factors. Results: In total, 53 proxy evaluate questionnaires were completed from 18 centers. Among the eight factors of GDI-P, “Relief from physical and psychological suffering” was the lowest. The total score of GDI-P was positively correlated with the structure and process of care (r=0.58). Although there was a bias in the number of cases, in the case of the place of death was the intensive care unit, the total score of GDI-P was lower than home and the general ward. Conclusions: It was suggested that the top priority in improving QOL was relief from suffering and the structure and process of care were related to QOL.

Background/Aims: Immune checkpoint blockade has recently been reported to be effective in treating microsatellite instability (MSI)-high tumors. Therefore, sufficient sampling of histological specimens is necessary in cases of unresectable pancreatic cancer (UR-PC). This multicenter study investigated the efficacy of endoscopic ultrasound-guided fine-needle biopsy (EUS-FNB) using a Franseen needle for MSI evaluation in patients with UR-PC. Methods: A total of 89 patients with UR-PC who underwent endoscopic ultrasound-guided fine-needle aspiration (EUS-FNA) or EUS-FNB using 22-G needles at three hospitals in Japan (2018–2021) were enrolled. Fifty-six of these patients (FNB 23 and FNA 33) were followed up or evaluated for MSI. Patient characteristics, UR-PC data, and procedural outcomes were compared between patients who underwent EUS-FNB and those who underwent EUS-FNA. Results: No significant difference in terms of sufficient tissue acquisition for histology was observed between patients who underwent EUS-FNB and those who underwent EUS-FNA. MSI evaluation was possible significantly more with tissue samples obtained using EUS-FNB than with tissue samples obtained using EUS-FNA (82.6% [19/23] vs. 45.5% [15/33], respectively; p<0.01). In the multivariate analysis, EUS-FNB was the only significant factor influencing the possibility of MSI evaluation. Conclusions EUS-FNB using a Franseen needle is desirable for ensuring sufficient tissue acquisition for MSI evaluation.

The purpose of this study was to clarify feasibility of a booklet for families of children dying with incurable cancer. Of 267 pediatric oncology specialists, 76 (28%) participated in this cross-sectional survey. Ninety-three percent of participants answered that they were “likely to use” the booklet, and 86% percent answered that they believed the booklet was “helpful” for families. Some participants described various advantages of its use as follows: “able to communicate something that is difficult to put into words,” “easy to understand for families,” “families can read whenever they choose to,” and “able to grasp the direction of dying.” In contrast, other participants described points of attention of use as follows: “optimal timing to bring out,” “acceptance of families,” “direction as interdisciplinary team,” “confidential relationship between families and interdisciplinary team,” “disinclination among health care providers,” and “information volume of the booklet.” Thus, our results validated feasibility of the booklet. In conclusion, pediatric oncology specialists should provide their support of utilizing the booklet for families and assessing each family condition and advantage/attention of using the booklet.