Komal Garg, Sumala Kapila, Anchana Gulati, Ramesh K Azad, Jagdeep S Thakur
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引用次数: 1
Abstract
Introduction: Salivary gland tumours are relatively uncommon, but they have a multifaceted clinical presentation and varied morphological configuration. The investigations required for these tumours remain debatable. We conducted a study to determine the accuracy of various modalities used in salivary gland tumours.
Methods: We enrolled 72 subjects, consisting of 44 females and 28 males, with a mean age of 40.93 ± 16.51 years (range: 15 to 79 years), suffering from various salivary gland tumours. The tumour distribution included 42 parotid gland tumours (58.33%), followed by 21 submandibular gland tumours (29.16%), three sublingual gland tumours (4.16%), and six minor salivary gland tumours (8.33%). These individuals were subjected to clinical examination, sonography, and fine needle aspiration cytology as per indications. The results of each modality were compared to surgical pathology to find sensitivity and accuracy.
Results: The clinical examination was found to be least sensitive (83.8%) as compared to FNAC (97.6%), and ultrasound (100%). Ultrasound had the highest diagnostic accuracy (86.2%) as compared to clinical examination (80.6%) and FNAC (82.6%).
Conclusion: Although sonography was found to have the highest sensitivity and accuracy as compared to fine needle aspiration cytology and clinical examination, the difference was subtle, as both sonography and fine needle aspiration cytology had a statistically significant correlation with histopathology.
期刊介绍:
La revista Estudios sobre Educación tiene como objeto primordial contribuir a la difusión del creciente número de resultados de investigación originales, tanto teóricos como experimentales, que se realizan en España y en otros países, especialmente latinoamericanos y del sur de Europa. La revista aborda los diversos ámbitos de las Ciencias de la Educación, con un especial foco en las siguientes áreas: • fundamentos de la educación • carácter y ciudadanía • buenas prácticas en intervención educativa • calidad e innovación en la formación del profesorado