Importance of carbohydrate antigen (CA 19-9) and carcinoembrionic antigen (CEA) in the prognosis of patients with duodenal adenocarcinoma: a retrospective single-institution cohort study.

BACKGROUND: Duodenal adenocarcinoma (DA) is a rare malignancy without validated tumor markers. In practice, carcinoembryonic antigen (CEA) and carbohydrate antigen (CA 19-9) are often used in the management of DA, though their prognostic value is unknown. MATERIALS AND METHODS: A single-institution retrospective review included patients diagnosed with biopsy-confirmed adenocarcinoma of the duodenum between 2006 and 2021. Peri-ampullary tumors were excluded. Levels of CA 19-9 and CEA were collected as continuous variables and were analyzed as binary variables: normal vs. high, using the maximum normal value as a cut-off (normal Ca 19-9 <35 U/ml; CEA <3 ng/ml). Survival analysis was conducted using Kaplan Meier curves, log-rank test and Cox proportional hazards model. RESULTS: There were 68 patients included in the final analysis. Median age was 67 years old and median follow-up time was 22.2 months. CA 19-9 and CEA were elevated in 36.8% and 48.5% of patients, respectively. A concomitant elevation of both tumor markers was associated with worsened OS (HR 2.140, 95% CI: 1.114-4.112; p = 0.019). After controlling for age and sex on multivariate analysis, elevation in both CA 19-9 ≥35 and CEA ≥3.0 remained significantly associated with increased mortality (HR 2.278, 95% CI: 1.162-4.466; p = 0.016). CONCLUSIONS: In summary, CA 19-9 and, to a lesser extent, CEA, show promise as prognostic markers in DA. Larger studies are needed to validate their use and to evaluate their performance as markers of recurrence.

Tower of London test performance in children with poor arithmetic skills.

The Tower of London (TOL) has been used to assess executive functions in both children and adults with documented brain dysfunction. Like many other measures of executive function, it has not been widely used in the assessment of learning disabilities in children. However, if performance on the TOL discriminated among groups of children with different academic strengths and weaknesses, then it may be useful in identifying learning disability subtypes. The purpose of this study was to determine whether performance on the TOL would differ among 3 groups of children: those with arithmetic difficulties, those with reading difficulties, and those with no academic difficulties. The group with arithmetic difficulties exhibited significantly greater impairment on the TOL than either the group with reading difficulties or the group with no difficulties. The latter 2 groups performed similarly. The clinical utility of the TOL, as well as the relation between arithmetic deficits and executive functions, are discussed.