Initial Surgical Outcomes for Vestibular Schwannoma in the Era of Less Hands-on Training

Abstract BACKGROUND There is a rare type of vestibular schwannoma, scarcely discussed in the literature, known as a hypervascular vestibular schwannoma (HVS). OBJECTIVE To evaluate its biological characteristics, angiographical classification, surgical outcomes, and the significance for surgical consideration, using a large series of this clinical entity. METHODS The definition for HVS in this study was the tumor stain from the vertebrobasilar system (VBS) in angiography. The authors conducted a retrospective analysis of 36 patients who were angiographically diagnosed with HVS and underwent surgery between 2008 and 2015. Their biological findings and their surgical outcomes were compared with non-HVS subjects. With regard to the tumor feeders and AV shunt, we classified HVS into 5 types. RESULTS HVS occurred more commonly in younger subjects (mean: 39.4 yr), as a larger solid tumor with multiple flow voids (mean: 34.1 mm), and involved higher levels of cerebrospinal fluid protein (mean: 202 mg/dl) and a higher MIB1-index (mean: 4.3%). The average resection rate for these 36 cases was 95.3%, and recurrence was seen in 6 cases (16.7%). Compared with non-HVS, the extent of tumor resection was significantly lower, and the recurrence rate was significantly higher. Especially in HVS type 2B (the tumor stain is fed by the VBS and the external carotid artery, with an arteriovenous shunt from the VBS), the recurrence-free survival duration was significantly shorter compared with other HVS types and non-HVS, and HVS type 2B exhibited an identifiable risk factor for recurrence. CONCLUSION HVS have the distinct clinical characteristics compared with those of non-HVS subjects.

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Surgical outcomes of middle fossa approach in intracanalicular vestibular schwannoma

Acta Oto-Laryngologica ◽

10.1080/00016489.2016.1255992 ◽

2016 ◽

Vol 137 (4) ◽

pp. 352-355 ◽

Cited By ~ 2

Author(s):

Woo Seok Kang ◽

Shin Ae Kim ◽

Chan Joo Yang ◽

Sung Hoon Nam ◽

Jong Woo Chung

Keyword(s):

Vestibular Schwannoma ◽

Surgical Outcomes ◽

Middle Fossa ◽

Middle Fossa Approach

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The Instructional SEM Laboratory at Iowa State University

Proceedings, annual meeting, Electron Microscopy Society of America ◽

10.1017/s0424820100164441 ◽

1996 ◽

Vol 54 ◽

pp. 396-397

Author(s):

L. S. Chumbley ◽

M. Meyer ◽

K. Fredrickson ◽

F.C. Laabs

Keyword(s):

Materials Science ◽

Computer Network ◽

Energy Dispersive Spectrometer ◽

Computer Control ◽

State University ◽

Iowa State University ◽

Internet Server ◽

Schematic Layout ◽

Hands On ◽

Improve Instruction

The Materials Science Department at Iowa State University has developed a laboratory designed to improve instruction in the use of the scanning electron microscope (SEM). The laboratory makes use of a computer network and a series of remote workstations in a classroom setting to provide students with increased hands-on access to the SEM. The laboratory has also been equipped such that distance learning via the internet can be achieved.A view of the laboratory is shown in Figure 1. The laboratory consists of a JEOL 6100 SEM, a Macintosh Quadra computer that acts as a server for the network and controls the energy dispersive spectrometer (EDS), four Macintosh computers that act as remote workstations, and a fifth Macintosh that acts as an internet server. A schematic layout of the classroom is shown in Figure 2. The workstations are connected directly to the SEM to allow joystick and computer control of the microscope. An ethernet connection between the Quadra and the workstations allows students seated there to operate the EDS. Control of the microscope and joystick is passed between the workstations by a switch-box assembly that resides at the microscope console. When the switch-box assembly is activated a direct serial line is established between the specified workstation and the microscope via the SEM’s RS-232.

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Students Involvement in Multilingual and Multicultural Community Services

Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations ◽

10.1044/cds22.2.77 ◽

2015 ◽

Vol 22 (2) ◽

pp. 77-89 ◽

Cited By ~ 2

Author(s):

Ying-Chiao Tsao

Keyword(s):

Service Learning ◽

Cultural Competence ◽

Linguistically Diverse ◽

Community Services ◽

Cultural Humility ◽

Self Assessment ◽

Multicultural Community ◽

Raising Awareness ◽

Hands On ◽

Teaching Learning

Promoting cultural competence in serving diverse clients has become critically important across disciplines. Yet, progress has been limited in raising awareness and sensitivity. Tervalon and Murray-Garcia (1998) believed that cultural competence can only be truly achieved through critical self-assessment, recognition of limits, and ongoing acquisition of knowledge (known as “cultural humility”). Teaching cultural humility, and the value associated with it remains a challenging task for many educators. Challenges inherent in such instruction stem from lack of resources/known strategies as well as learner and instructor readiness. Kirk (2007) further indicates that providing feedback on one's integrity could be threatening. In current study, both traditional classroom-based teaching pedagogy and hands-on community engagement were reviewed. To bridge a gap between academic teaching/learning and real world situations, the author proposed service learning as a means to teach cultural humility and empower students with confidence in serving clients from culturally/linguistically diverse backgrounds. To provide a class of 51 students with multicultural and multilingual community service experience, the author partnered with the Tzu-Chi Foundation (an international nonprofit organization). In this article, the results, strengths, and limitations of this service learning project are discussed.

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A ’Hands-On’ Approach

ASHA Leader ◽

10.1044/leader.fplp.17092012.55 ◽

2012 ◽

Vol 17 (9) ◽

pp. 55-55

Author(s):

Kimberly Abts

Keyword(s):

Hands On

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Telepractice: A Survey of AuD Students Pre- and Post-Telepractice

Perspectives of the ASHA Special Interest Groups ◽

10.1044/persp2.sig18.28 ◽

2017 ◽

Vol 2 (18) ◽

pp. 28-41

Author(s):

Kelli M. Watts ◽

Laura B. Willis

Keyword(s):

Doctoral Students ◽

Graduate School ◽

Professional Services ◽

Hands On ◽

Before And After ◽

Lack Of Knowledge

Telepractice, defined by the American Speech-Language-Hearing Association (ASHA, n.d.) as “the application of telecommunications technology to the delivery of professional services at a distance by linking clinician to client, or clinician to clinician, for assessment, intervention, and/or consultation,” is a quickly growing aspect of practicing audiology. However, only 12% of audiologists are involved in providing services via telepractice (REDA International, Inc., 2002). Lack of knowledge regarding telepractice has been cited as one of the reasons many audiologists do not use telepractice to provide audiology services. This study surveyed audiology doctoral students regarding their opinions about the use of telepractice both before and after their opportunity to provide services via telepractice sessions. The authors expected that by providing students the opportunity to have hands-on training in telepractice with supervision, they would be more open to using telepractice after becoming licensed audiologists. Overall, the data indicates benefits of exposing students to telepractice while they are in graduate school.

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Let's Do the Twist: Pairing Interdisciplinary Collaborative Teaching, and Hands-On and Service Learning Opportunities, to Spread Awareness of Communication Sciences and Disorders

Perspectives of the ASHA Special Interest Groups ◽

10.1044/persp3.sig10.27 ◽

2018 ◽

Vol 3 (10) ◽

pp. 27-44

Author(s):

Aurora J. Weaver ◽

Nancy J. Haak ◽

Lawrence Molt ◽

Anne Rankin Cannon

Keyword(s):

Service Learning ◽

Collaborative Teaching ◽

Learning Opportunities ◽

Hands On

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