Role of endoscopic ultrasonography in the diagnostic work-up of idiopathic acute pancreatitis (PICUS):study protocol for a nationwide prospective cohort study

INTRODUCTION: Idiopathic acute pancreatitis (IAP) remains a dilemma for physicians as it is uncertain whether patients with IAP may actually have an occult aetiology. It is unclear to what extent additional diagnostic modalities such as endoscopic ultrasonography (EUS) are warranted after a first episode of IAP in order to uncover this aetiology. Failure to timely determine treatable aetiologies delays appropriate treatment and might subsequently cause recurrence of acute pancreatitis. Therefore, the aim of the Pancreatitis of Idiopathic origin: Clinical added value of endoscopic UltraSonography (PICUS) Study is to determine the value of routine EUS in determining the aetiology of pancreatitis in patients with a first episode of IAP. METHODS AND ANALYSIS: PICUS is designed as a multicentre prospective cohort study of 106 patients with a first episode of IAP after complete standard diagnostic work-up, in whom a diagnostic EUS will be performed. Standard diagnostic work-up will include a complete personal and family history, laboratory tests including serum alanine aminotransferase, calcium and triglyceride levels and imaging by transabdominal ultrasound, magnetic resonance imaging or magnetic resonance cholangiopancreaticography after clinical recovery from the acute pancreatitis episode. The primary outcome measure is detection of aetiology by EUS. Secondary outcome measures include pancreatitis recurrence rate, severity of recurrent pancreatitis, readmission, additional interventions, complications, length of hospital stay, quality of life, mortality and costs, during a follow-up period of 12 months. ETHICS AND DISSEMINATION: PICUS is conducted according to the Declaration of Helsinki and Guideline for Good Clinical Practice. Five medical ethics review committees assessed PICUS (Medical Ethics Review Committee of Academic Medical Center, University Medical Center Utrecht, Radboud University Medical Center, Erasmus Medical Center and Maastricht University Medical Center). The results will be submitted for publication in an international peer-reviewed journal. TRIAL REGISTRATION NUMBER: Netherlands Trial Registry (NL7066). Prospectively registered

Idea Exchange: First Day of Class

Have you found the perfect activity for the first day that sets the stage for the remaining semester? Or, are you looking for a new approach? Bring your experiences or examples and an open mind to new ideas for approaching the first day of class

CITL Puppy

https://digital.stpetersburg.usf.edu/fac_images/1124/thumbnail.jp

Active Learning: What is it and how can I do it?

Active learning is not new. John Dewey stated, The Teacher and the book are no longer the only instructors; the hands, the eyes, the ears, in fact the whole body, become sources of information, while teacher and textbook become respectively the starter and the tester. Join us for this session to discover what active learning is and discover some great examples of how you can implement the process in your class no matter what discipline you teach

No role for glutathione S-transferase genotypes in Caucasian esophageal squamous cell or adenocarcinoma etiology: an European case-control study

Contains fulltext : 118871.pdf (publisher's version ) (Open Access)BACKGROUND: Identifying and monitoring high-risk patients can aid the prevention of esophageal cancer (EC). The interaction of environmental risk factor exposure and genetic susceptibility may contribute to the etiology of EC. Biotransformation enzymes such as Glutathione S-Transferases (GSTs ) detoxify mutagenic and genotoxic compounds and therefore control the rate of detoxification of carcinogens. Functional polymorphisms in the genes coding for GSTs alter their enzyme activity in vitro, and were reported to modify EC risk in Asians. We hypothesized that altered enzyme activity GST genotypes influence the susceptibility for esophageal adeno- (EAC) and squamous cell carcinoma (ESCC) in Caucasians. METHODS: We performed a case-control study including 440 Caucasian patients with EC and 592 healthy Caucasian controls matched for age and sex. Functional polymorphisms were selected and genotypes were determined in GST classes Alpha, Mu, Theta and Pi by means of polymerase chain reaction. Genotypes were classified into predicted high, intermediate and low enzyme activity categories based on in vitro activity data. The distribution of the activity genotypes were compared between patients with EAC or ESCC, and controls. Odds ratios (OR) with 95% confidence intervals (CI) were calculated by logistic regression analyses. Gene-gene interactions were tested and for comparison purposes, the predicted low and intermediate activity genotypes were combined. Genotypes with similar risks for EAC or ESCC were combined and analyzed for multiplicative effects. RESULTS: Our analyses includes 327 patients with EAC and 106 patients with ESCC. Low or intermediate activity enzyme genotypes for GSTM1, GSTA1, GSTP1 I105V and A114V as well as for GSTT1, did not significantly modify the risk for ESCC or EAC in our Dutch population. CONCLUSION: Functional genotypes in GST genes are not involved in EAC or ESCC susceptibility in Caucasians, in contrast to results on ESCC from Asia or Africa

FLC Lunch & Learn

There\u27s no better way to build a community of learners than over food. Join us for lunch and the chance to hear faculty experiences and the new opportunities with our Faculty Learning Communities (FLCs)

CITL/OLITS Open House

Come and meet the team! The Center for Innovation in Teaching and Learning (CITL) is committed to the advancement of teaching, learning, and scholarly activity at USFSP, serving as a resource for the USFSP community by fostering dialogue and supporting innovation relating to the scholarship of teaching and learning. Throughout the day you can meet members of the CITL board, and the full team of people here to support you, including: librarians, instructional designers, instructional technologists, video production specialists, classroom technology experts, and professional development trainers. Come and have a cup of coffee in CITL and ask us anything!

Fostering Critical Thinking in Your Course

Critical thinking is nothing new, but it has certainly seen its\u27 share of buzz lately. CeCe Edwards from the Student Success Center hosts this workshop to cover effective strategies to implement critical thinking components directly into your curriculum

Why Don\u27t Students Read My Syllabus?

Excessive student emails making you crazy? Otis Wilder from the CITL and OLITS team will be hosting a workshop to provide helpful strategies to get your students up to speed with course requirements and help to keep your inbox to a minimum