scholarly journals A Novel T-Stage Classification System for Adrenocortical Carcinoma: Proposal from the US Adrenocortical Carcinoma Study Group

2017 ◽  
Vol 25 (2) ◽  
pp. 520-527 ◽  
Author(s):  
Caroline E. Poorman ◽  
Cecilia G. Ethun ◽  
Lauren M. Postlewait ◽  
Thuy B. Tran ◽  
Jason D. Prescott ◽  
...  
2018 ◽  
Vol 5 (3) ◽  
Author(s):  
Cecilia G. Ethun ◽  
Caroline E. Poorman ◽  
Lauren M. Postlewait ◽  
Thuy B. Tran ◽  
Jason D. Prescott ◽  
...  

2017 ◽  
Vol 35 (4_suppl) ◽  
pp. 266-266
Author(s):  
Caroline Elizabeth Poorman ◽  
Cecilia Grace Ethun ◽  
Lauren McLendon Postlewait ◽  
Thuy Tran ◽  
Timothy M. Pawlik ◽  
...  

266 Background: The 7th AJCC T-stage classification system for adrenocortical carcinoma (ACC), based on size and extra-adrenal invasion, does not adequately stratify patients by survival. Lymphovascular invasion (LVI) is a known poor prognostic factor. We propose a novel T-stage system that incorporates LVI to better risk-stratify patients undergoing resection for ACC. Methods: Patients undergoing curative-intent resections for ACC from 1993-2014 at 13 institutions comprising the US ACC Study Group were included. Primary outcome was disease-specific survival (DSS). Results: Of 265 patients with ACC, 149 had complete data for analysis. The current T-stage system failed to differentiate patients with T2 vs T3 disease ( p= 0.10). Presence of LVI was associated with worse DSS compared to no LVI (36 vs. 168mos; p= 0.001). After accounting for the individual components of the current T-stage system (size and extra-adrenal invasion), LVI persisted as a poor prognostic factor on multivariable analysis (HR 2.14, 95% CI 1.05-4.38, p= 0.04). LVI positivity further stratified patients with T2 and T3 disease, (T2: 37mos vs median not reached; T3: 36 vs 96mos; p =0.03), but did not influence survival in patients with T1 or T4 disease. By incorporating LVI, a new T-stage classification system was created: [T1: < 5cm, (-)local invasion, (+/-)LVI; T2: > 5cm, (-)local invasion, (-)LVI OR any size, (+)local invasion, (-)LVI; T3: > 5cm, (-)local invasion, (+)LVI OR any size, (+)local invasion, (+)LVI; T4: any size, (+)adjacent organ invasion, (+/-)LVI]. Each progressive new T-stage group was associated with worse median DSS (T1: 167mos; T2: 96mos; T3: 37mos; T4: 15mos; p< 0.001). Conclusions: The current AJCC T-stage system for ACC does not adequately stratify patients by survival, particularly for T2 and T3 disease. The proposed T-stage classification system, which incorporates lymphovascular invasion, better differentiates T2 and T3 disease and accurately stratifies patients by disease-specific survival. If externally validated, this novel T-stage classification should be considered for future AJCC staging systems.


HPB ◽  
2016 ◽  
Vol 18 (10) ◽  
pp. 793-799 ◽  
Author(s):  
Lauren M. Postlewait ◽  
Cecilia G. Ethun ◽  
Nina Le ◽  
Timothy M. Pawlik ◽  
Stefan Buettner ◽  
...  

2019 ◽  
Vol 62 (0) ◽  
pp. 56-63
Author(s):  
Laura Silvia Hernández Gutiérrez ◽  
Angélica García-Gómez ◽  
Argimira Vianey Barona Nuñez ◽  
Erick López Léon

The education based on simulation is an educationalstrategy where students learn from their errors, developing skills, knowledge, competences,etc. in a controlled environment. During the process of teaching by simulation, it is necessaryto execute various types of assessments (diagnostic, summative, formative) in order tomake adjustments or changes in the educational process of the students, therefore identifying areas of opportunity for improvement. With the simulation, different processes can be taught, like interprofessionalism and collaborative work. Nowadays, there is a major concern for added safety and the quality of care for the patients and their families. Therefore, a WHO study group determined the basic interprofessional competences, and has been given the task of disseminating and promoting interprofessional education. Some educational institutions in the US, Canada and Europe have integrated interprofessional and collaborative work in simulation practices. All the activity by simulation must be evaluated in order to provide feedback to the participants and establish improvement strategies. The assessment of the interprofessional work focuses on the evaluation of common skills and competencies among various health professionals.


2016 ◽  
Vol 222 (4) ◽  
pp. 480-490 ◽  
Author(s):  
Lauren M. Postlewait ◽  
Cecilia G. Ethun ◽  
Thuy B. Tran ◽  
Jason D. Prescott ◽  
Timothy M. Pawlik ◽  
...  

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