Liver Track Embolization After Islet Cell Transplant: Comparison of Two Techniques.

OBJECTIVE: The purpose of this study was to compare the efficacy and safety of microfibrillar collagen paste with those of gelatin sponge for liver track embolization after islet cell transplants. MATERIALS AND METHODS: In a single-institution, retrospective study, 37 patients underwent 66 islet cell transplants from January 2005 through October 2015. Transplants were performed with 6-French transhepatic access, systemic anticoagulation, pretransplant and posttransplant portal venous pressure measurement, and image-guided liver track embolization with gelatin sponge (2005-2011) or microfibrillar collagen paste (2012-2015). The findings on 20 patients (two men, 18 women; mean age, 48 years) who underwent 35 gelatin sponge embolizations were compared with the findings on 13 patients (six men, seven women; mean age, 48 years) who underwent 22 microfibrillar collagen paste embolizations (four patients, nine procedures without embolization excluded). Medical record review was used to compare laboratory test results, portal venous pressures, and 30-day adverse bleeding events (classified according to Society of Interventional Radiology and Bleeding Academic Research Consortium criteria) between groups. RESULTS: The technical success rates were 100% in the microfibrillar collagen paste group and 91% in the gelatin sponge group. Group characteristics were similar, there being no differences in platelet count, partial thromboplastin time, or number of islet cell transplants per patient (p > 0.05). A statistical difference in international normalized ratio (1.0 versus 1.1) was not clinically significant (p = 0.012). Posttransplant portal venous pressure was slightly higher among patients treated with gelatin sponge (13 versus 9 mm Hg, p = 0.002). No bleeding occurred after microfibrillar collagen paste embolization, whereas nine bleeding events followed gelatin sponge embolization (0% versus 26%, p = 0.020). In univariate comparison of bleeding and nonbleeding groups, the use of gelatin sponge was statistically associated with postprocedure hemorrhage. CONCLUSION: Microfibrillar collagen paste is effective and safe for liver track embolization to prevent bleeding after islet cell transplants. It appears to be more efficacious than gelatin sponge.

Presentation of External Ear Rosai-Dorfman Disease With Laryngeal Involvement.

Rosai-Dorfman disease (RDD) is a rare benign systemic histiocytic proliferation characterized by massive lymph node enlargement and sometimes associated with extranodal involvement. Even though it is considered to be benign, death can occur depending on the extent and location. Our case highlights a primary extranodal site of the right pinna with extension through the Eustachian tube to the subglottis. A previously healthy 15-year-old female presented with 1-year right pinna swelling, slowly enlarging and becoming more bothersome. An incisional biopsy was performed on the ear along with S100 staining yielding a diagnosis. After multidisciplinary case discussion, clofarabine monotherapy and systemic therapy for Langerhans cell histiocytosis has started. Rosai-Dorfman disease can be a general disorder, often affecting the lymph nodes. Unlike a nodal disease, extranodal disease could involve any site on the patient's anatomy. Head and neck lesions are the most common extranodal lesions. Rosai-Dorfman disease is self-limited in more than 20% of the cases with spontaneous regression without intervention; 70% of the patients have noticeable symptoms and vital organ involvement requiring treatments such as surgery, steroids, radiation, and chemotherapy. In our case, the patient had wide involvement and presented without any serious breathing difficulties; we decided to start with monotherapy with chemotherapy and systematic glucocorticoid treatment.

Evaluating Core Clerkships: Lessons Learned From Implementing a Student-Driven Feedback System for Clinical Curricula.

PROBLEM: Medical schools have implemented various ways to engage students in improving medical curricula. These systems, however, usually focus on the preclerkship curriculum, perhaps because medical students move through this phase of medical education synchronously, making it easier to collect student input. In contrast, clerkship and postclerkship curricula often lack similar levels of student engagement in program evaluation. APPROACH: To increase communication among students, faculty, and administration during the clinical years of medical education, the Student Curricular Board (SCB) at the University of Illinois College of Medicine's Chicago campus (UICOM-Chicago) developed a student-driven feedback model in 2016 that aimed to parallel the system previously implemented in the preclerkship years. Interested fourth-year students were selected by their peers to represent individual core clerkships, and they communicated regularly with clerkship directors about concerns from current clerkship students. Third-year students applied and were selected to represent their cohort of peers moving through clerkship tracks. Proposed changes and improvements were tracked via novel, student-driven SOAP-Education (SOAP-Ed) progress notes written throughout the academic year. OUTCOMES: In response to a program evaluation survey conducted after implementation of this pilot, third-year students said they felt that their feedback was taken seriously by faculty and administration. Furthermore, student feedback led to meaningful changes in core clerkship curricula and in the system used to gather clerkship feedback. Clerkship directors expressed appreciation for this partnership, and students said they gained valuable leadership experience and knowledge of curricular development. NEXT STEPS: Current SCB members and curricular leadership plan to assess student and faculty perceptions of this system and its efficacy and work toward expansion to all UICOM campuses. Lessons learned from this student-driven model of feedback in third-year core clerkships will likely add to the conversation on how to better engage medical students as active stakeholders in their own education.