scholarly journals Weak Areas of the Pharyngoesophageal Narrowing (Pharyngoesophageal Union): Anatomic Description and Implication on the Development of Pharyngoesophageal Diverticulum

2018 ◽  
Vol 1 (3) ◽  
pp. 275-284
Author(s):  
Maximiliano Lo Tártaro ◽  
Nicolás Ottone ◽  
Carlos Medan ◽  
Esteban Blasi ◽  
Vicente Bertone

In the pharyngoesophageal narrowing ("pharyngoesophageal junction") there is a difference between the smooth and striated pharynx and esophagus, identifying points of weakness where pharyngoesophageal diverticula originate. In 1874 Albert von Zenker along with Ziemssen presented the first scientific publication on these diverticula. The aim of this work is to perform a surgical anatomical description and demonstration of the weak areas of the pharyngoesophageal narrowing ("pharyngo-esophageal junction") and its implication in the "Zenker diverticulum." We dissected Caucasian adult cadavers, in 5% formaldehyde and researched the pharyngoesophageal region with a review of the literature. In one case a markedly weak area was located presenting a true hernial sac. From the anatomo-surgical study of pharyngoesophageal narrowing ("pharyngeal esophageal junction") we observed the "weak pharyngoesophageal areas" in the pharynx, represented by a pharyngooesophageal diamond. It is crossed transversely by cricopharyngeal portion of the inferior constrictor muscle of the pharynx, and divides into two triangles, an upper, the "Killian Triangle" and a lower, "or Lannier Laimer Triangle Hackermann". Zenker's diverticulum originates from the "Killian Triangle" area of major weakness of the pharyngoesophageal narrowing ("pharyngoesophageal junction"). For its part, the lower triangle, "Laimer Triangle or Lannier Hackermann" where diverticula is rarely formed, because the space is occupied by a layer of circular fibers. The "Zenker diverticulum" represents 60-65% of all esophageal diverticula, and treatment is exclusively surgical. In order to understand and adequately treat this disease, specific knowledge of the anatomy of the area is necessary.

2021 ◽  
Vol 3 (1) ◽  
pp. 23-28
Author(s):  
Laura Appleton ◽  
Andrew S. Day

Insufficient disease-related knowledge can be a barrier to the effective management of the unpredictable and lifelong course of inflammatory bowel disease (IBD). Patients with chronic illnesses have high non-adherence rates, with direct clinical consequences. While no single intervention strategy can improve the adherence of all patients, the success of attempts to improve patient adherence depends upon the realistic assessment of patients’ knowledge and their understanding of the regimen. The aim of this study was to assess the disease-specific knowledge of the parents and patients with IBD in the South Island of New Zealand, and identify areas of poor knowledge. Families of children diagnosed with IBD were asked to complete the IBD Knowledge Inventory Device (IBD-KID). Patients 10 years and older were asked to participate along with their parents. Of 110 families, 91 responded, with completed questionnaires received from 153 parents and 66 patients. Overall, parents scored significantly higher (13.64 ± 3.88) than their children (10.03 ± 4.07; p < 0.001). Areas of poor knowledge included aspects of treatment (both conventional and alternative), along with long-term disease outcomes. This study has shown clear areas of concern in this population’s disease-specific knowledge of their disease. This should be addressed through targeted education for both the patient and the parents to improve not only their knowledge, but also their adherence and disease self-management.


2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Sophie Tran ◽  
Gabrielle Bennett ◽  
Jacqui Richmond ◽  
Tin Nguyen ◽  
Marno Ryan ◽  
...  

Abstract Background The low diagnosis rate and poor access to clinical care among people with CHB is a major barrier to reducing HBV-related morbidity and mortality in Australia. One explanation for this is a lack of disease-specific knowledge among people living with CHB. Health literacy has been shown to be important for maximising engagement with medical care and adherence to recommended management. The ‘teach-back’ communication strategy has been shown to improve patient understanding in other clinical areas. This study aims to assess disease-specific knowledge; and evaluate the efficacy of the teach-back strategy for improving HBV knowledge, compared to a standard medical consultation. Method A randomized pilot study was conducted between February and June 2017. Participants were recruited from the liver clinic at an inner-city tertiary hospital. English-speaking patients aged ≥18 years and diagnosed with CHB were eligible for the study. Participants were randomised to a control group (medical specialist appointment) and intervention group (teach-back). Knowledge was assessed at baseline, immediately post-intervention and at one month using a validated questionnaire. Participants in the intervention group received a one-on-one teach-back session about CHB. The main outcome measure was a combined knowledge score of the domains assessed – transmission, natural history, epidemiology and prevention and clinical management. Results Seventy participants were recruited (control n = 32, teach-back n = 38). Mean baseline knowledge score was 19.1 out of 23 with 55 (79%) participants scoring ≥17.3 (defined as high knowledge) (7). Sub-analysis of CHB knowledge domains identified focal deficits concerning transmission and whether HBV is curable. Knowledge scores were found to be positively associated with English proficiency and antiviral treatment experience (p < 0.05). Teach-back was associated with a significant increase in CHB knowledge at early recall (22.5 vs 18.7, p < 0.001) and at 1-month follow-up (21.9 vs 18.7, p < 0.001); there was no improvement in CHB knowledge associated with standard clinical consultant (early recall: 19.6 vs 19.4, p = 0.49, one-month follow-up: 19.5 vs 19.4, p = 0.94). Conclusion In a tertiary hospital liver clinic population, baseline knowledge about CHB was good, but there were focal deficits concerning transmission and potential for cure. Teach-back was associated with improvement in CHB knowledge and it is a simple communication tool suitable for incorporation into a standard medical consultation.


Author(s):  
Eleni Kortianou ◽  
Ioanna Lemoniadi ◽  
Aspasia Mavronasou ◽  
Stavroula Spetsioti ◽  
Nikolaos Anastasopoulos ◽  
...  

Sign in / Sign up

Export Citation Format

Share Document