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Sonographic and Cytological Evaluation of Salivary Gland Tumors. 唾液腺肿瘤的超声和细胞学评价。
IF 0.6 Q2 EDUCATION & EDUCATIONAL RESEARCH
Estudios Sobre Educacion
Pub Date : 2023-12-01 Epub Date: 2023-06-27 DOI: 10.1007/s12070-023-04020-9
Komal Garg, Sumala Kapila, Anchana Gulati, Ramesh K Azad, Jagdeep S Thakur

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.

唾液腺肿瘤是相对罕见的，但他们有多方面的临床表现和多样的形态配置。这些肿瘤所需的调查仍有争议。我们进行了一项研究，以确定在唾液腺肿瘤中使用的各种模式的准确性。方法:纳入72例患者，其中女性44例，男性28例，平均年龄40.93±16.51岁(15 ~ 79岁)，患有各种唾液腺肿瘤。肿瘤分布包括腮腺肿瘤42例(58.33%)、下颌骨肿瘤21例(29.16%)、舌下腺肿瘤3例(4.16%)、小涎腺肿瘤6例(8.33%)。这些个体根据适应症接受临床检查、超声检查和细针穿刺细胞学检查。将每种方式的结果与手术病理进行比较，以确定敏感性和准确性。结果:与FNAC(97.6%)和超声(100%)相比，临床检查的敏感性最低(83.8%)。与临床检查(80.6%)和FNAC(82.6%)相比，超声诊断准确率最高(86.2%)。结论:与细针吸细胞学和临床检查相比，超声检查的敏感性和准确性最高，但差异不大，超声检查和细针吸细胞学检查与组织病理学检查的相关性均有统计学意义。
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引用次数: 1
Muñoz Carril, P. C., Sarceda Gorgoso, C., Fuentes Abeledo, E. J. y Barreira Cerqueiras, E. M. (2023). La formación y la innovación educativa: ejes para la transformación social. Madrid, Dykinson, 334 pp. munoz Carril, p.c.， Sarceda Gorgoso, C.， Fuentes Abeledo, E. J.和Barreira Cerqueiras, E. M.(2023)。教育培训与创新:社会转型的轴心。= =地理= =根据美国人口普查，该镇的总面积为，其中土地和(3.064平方公里)水。
Q2 EDUCATION & EDUCATIONAL RESEARCH
Estudios Sobre Educacion
Pub Date : 2023-10-04 DOI: 10.15581/004.45.230
Cristina Varela-Portela
Book Review
书评
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引用次数: 0
Fuentes, J. L., Fernández-Salinero, C. y Ahedo, J. (Coords.) (2022). Democracia y tradición en la teoría y práctica educativa del siglo XXI. Madrid, Narcea, 180 pp. Fuentes, J. L.， fernandez - salinero, C.和Ahedo, J. (Coords.)(2022)。21世纪教育理论与实践中的民主与传统。= =地理= =根据美国人口普查，该县的总面积为，其中土地和(3.064平方公里)水。
Q2 EDUCATION & EDUCATIONAL RESEARCH
Estudios Sobre Educacion
Pub Date : 2023-10-04 DOI: 10.15581/004.45.223
Unai Buil-Zamorano
Book Review
书评
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引用次数: 0
Nasarre Goicoechea, E. (Ed.) (2022). Por una educación humanista: un desafío contemporáneo. Madrid, Narcea, 209 pp. Nasarre Goicoechea, E.(编)(2022)。人文主义教育:当代的挑战。他的父亲是一名律师，母亲是一名律师。
Q2 EDUCATION & EDUCATIONAL RESEARCH
Estudios Sobre Educacion
Pub Date : 2023-10-04 DOI: 10.15581/004.45.228
Alicia Encío-Avello
Book Review
书籍Review& # x0D;
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引用次数: 0
Bernal, A. (Coord.) (2022). Identidad emprendedora. Hacia un modelo educativo. Valencia, Tirant Humanidades, 265 pp. Bernal, A. (Coord.)(2022)。积极进取的身份。迈向教育模式。瓦伦西亚，Tirant Humanidades, 265页。
Q2 EDUCATION & EDUCATIONAL RESEARCH
Estudios Sobre Educacion
Pub Date : 2023-10-04 DOI: 10.15581/004.45.221
Yaiza Sánchez-Pérez
Book Review
书评
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引用次数: 0
Muñoz Moreno, J.L. y Gairín, J. (2022). Diseño y desarrollo de las organizaciones educativas. Madrid, Dykinson, 296 pp. munoz Moreno, J.L.和gailin, J.(2022)。教育机构的设计与发展。他的父亲是一名律师，母亲是一名律师。
Q2 EDUCATION & EDUCATIONAL RESEARCH
Estudios Sobre Educacion
Pub Date : 2023-10-04 DOI: 10.15581/004.45.225
Anna Díaz-Vicario
Book Review
书评
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引用次数: 0
Alba Pastor, C. (Coord.) (2022). Enseñar pensando en todos los estudiantes. El modelo de Diseño Universal para el Aprendizaje (DUA). Madrid, Ediciones SM, 320 pp. 阿尔巴·帕斯特(Coord.)(2022)。为所有学生着想教学。通用学习设计模型(DUA)。马德里，Ediciones SM, 320页。
Q2 EDUCATION & EDUCATIONAL RESEARCH
Estudios Sobre Educacion
Pub Date : 2023-10-04 DOI: 10.15581/004.45.219
Haizea Galarraga-Arrizabalaga
Book Review
书评
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引用次数: 0
Condiciones físico-ambientales en las aulas y desempeño escolar en Colombia 哥伦比亚教室的物理环境条件和学校表现
Q2 EDUCATION & EDUCATIONAL RESEARCH
Estudios Sobre Educacion
Pub Date : 2023-10-03 DOI: 10.15581/004.45.009
Martha Yánez-Contreras, Boris Johnson-Restrepo, Karina Acevedo-González
Junto a la necesidad de explorar aquellos factores que inciden en el desempeño escolar, y más allá de los condicionantes regularmente evaluados, esta investigación analiza dos variables de contexto muy poco estudiadas y con resultados inconclusos: las condiciones de iluminación y temperatura en las escuelas. Para ese fin, y con el objetivo de medir la incidencia en competencias matemáticas, hace uso de modelos multinivel y de los resultados en el Programa Internacional para la Evaluación de Alumnos (PISA) 2012. Una vez se controla por las características de los estudiantes y las escuelas, así como por los procesos educativos, se encuentra que el puntaje promedio es 15 puntos inferior, y la probabilidad de obtener un desempeño por debajo del nivel básico es un 10% mayor, para los estudiantes en escuelas con inadecuadas condiciones físico-ambientales. Asimismo, esas condiciones reducen el efecto que tienen las prácticas docentes, el ambiente disciplinario y la jornada escolar sobre el aprendizaje.
除了需要探索那些影响学校表现的因素之外，除了定期评估的条件之外，本研究还分析了两个研究很少且结果不确定的环境变量:学校的照明条件和温度。为此，为了衡量数学能力的影响，它使用了国际学生评估项目(PISA) 2012的多层次模型和结果。一旦控制在学生的特点和学校以及教育进程,目前平均得分是15点,概率获得业绩低于基本水平是一个年长的10%,学生在学校不足físico-ambientales条件。此外，这些条件降低了教学实践、纪律环境和学校时间对学习的影响。
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引用次数: 0
La potencia formativa del encuentro y la relación personal en el contexto universitario 在大学环境中相遇和个人关系的形成力量
Q2 EDUCATION & EDUCATIONAL RESEARCH
Estudios Sobre Educacion
Pub Date : 2023-10-03 DOI: 10.15581/004.45.007
Belén Poveda-García-Noblejas
Ante un panorama social de constante cambio e incertidumbre parece oportuno profundizar en las necesidades formativas de los universitarios durante esa etapa de su vida. El tránsito de un modelo de enseñanza centrado en el contenido a uno centrado en el alumno no ha sido suficiente. Así, el objetivo de este artículo es analizar si es actual, necesario y ajustado a la realidad reivindicar el encuentro y la relación personal como eje vertebrador de la formación en la universidad. Se utiliza una metodología de investigación de corte teórico, con un enfoque interpretativo y analítico. Se propone considerar de forma urgente la cultura del encuentro como eje central de crecimiento, generando políticas universitarias que la implementen tanto en la formación del estudiante como en la función docente y en la misión de la universidad.
在不断变化和不确定的社会背景下，深化大学生在人生这一阶段的培训需求似乎是合适的。从以内容为中心的教学模式向以学生为中心的教学模式的转变还不够。因此，本文的目的是分析是否有必要将相遇和个人关系作为大学培训的支柱。本文采用理论研究方法，结合解释和分析方法。它建议紧急考虑会议文化作为增长的中心轴，制定大学政策，在学生的形成、教学角色和大学的使命中实施它。
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引用次数: 0
Preschool teachers' well-being. Impact of relationships between happiness, emotional intelligence, affect, burnout, and engagement for their initial and permanent training 幼儿教师幸福感。幸福、情商、情感、倦怠和投入之间的关系对他们最初和永久训练的影响
Q2 EDUCATION & EDUCATIONAL RESEARCH
Estudios Sobre Educacion
Pub Date : 2023-10-03 DOI: 10.15581/004.45.008
Milagros Fernández-Molina, Laura Salazar-Mendías, Paula Pérez-Semper
From a Positive Psychology model applied to Education, the objective is to analyze emotional and motivational competencies of 82 preschool teachers, using the TMMS-24, PANAS, UWES, SHS and MBI and to establish recommendations for teacher training and student’s well-being. High levels of happiness, commitment, emotional intelligence and positive affect were found. Results ratify relationships between emotional intelligence, positive affect, engagement and personal accomplishment observed by studies in that population. Strong correlations (p> .01) were found between clarity, repair and positive affect, repair and vigor, and between vigor, dedication, absorption, and personal accomplishment. The 40.6% of the variance in teacher well-being was explained by emotional intelligence and affective competencies, with positive affect and repair competence the most important to predict happiness level. These results allow us to identify the competencies that should be included in pre-service university plans and in permanent training centers.
本文运用积极心理学模型对82名幼儿教师的情绪和动机能力进行分析，采用tms -24、PANAS、UWES、SHS和MBI量表，为教师培训和学生幸福感提出建议。他们的幸福感、责任感、情商和积极情绪都很高。结果证实了在该人群中观察到的情商、积极情感、敬业度和个人成就之间的关系。强相关性(p>.01)在清晰、修复与积极情绪、修复与活力、活力、奉献、专注与个人成就之间存在显著性差异。40.6%的教师幸福感方差可以用情绪智力和情感能力来解释，其中积极情感和修复能力对幸福感水平的预测最为重要。这些结果使我们能够确定应包括在职前大学计划和永久培训中心的能力。
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引用次数: 0
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