,Comparative long-term outcomes for pancreatic volume change, nutritional status, and incidence of n

来源 :肝胆外科与营养 | 被引量 : 0次 | 上传用户:zhoulina1314
下载到本地 , 更方便阅读
声明 : 本文档内容版权归属内容提供方 , 如果您对本文有版权争议 , 可与客服联系进行内容授权或下架
论文部分内容阅读
Background: The difference in volume change in a pancreatic remnant according to the type of pancreaticoenterostomy after pancreaticoduodenectomy (PD) for long-term follow-up is unknown. Also, there are few studies that evaluate the difference in general nutritional status and pancreatic endocrine function, including new-onset diabetes mellitus (NODM) depending on the type of pancreaticoenterostomy. This study aimed to compare serial pancreatic volume changes in pancreatic remnants between pancreatogastrostomy (PG) and pancreatojejunostomy (PJ) after PD and to evaluate the difference in general nutritional status and incidence of NODM between PG and PJ. Methods: This study enrolled 115 patients who had survived for more than 3 years after PD. They were divided into the PG group and the PJ group. Their clinicopathologic factors were collected and analyzed. We calculated serial pancreas volume and pancreatic duct size precisely from preoperative stage to 5 years after surgery by image-processing software specifically designed for navigation and visualization of multimodality and multidimensional images. Consecutive changes of albumin and body mass index (BMI) as related to general nutritional status were compared between the PG and PJ groups. To evaluate the incidence and risk factors of NODM following PD, subgroup analysis was performed in 88 patients who did not have diabetes preoperatively. Results: Most patient demographics were not significantly different between the PG group (n=45) and PJ group (n=70). There was no significant difference in volume reduction between the groups from postoperative 1 month to 5 years (PG group ?18.21±14.66 mL versus PJ group ?14.43±13.05 mL, P=0.209). But there was a significant difference in increased pancreatic duct size between the groups from postoperative 1 month to 5 years (PG group 1.66±2.20 mm versus PJ group 0.54±1.54 mm, P=0.007). There was no significant difference in the increase of total serum albumin between the groups for 5 years after surgery (PG group 0.51±0.47 g/dL, 14.3% versus PJ group 0.42±0.60 g/dL, 11.3%, P=0.437). There was also no significant difference in BMI decrease between the groups (PG group ?1.13±3.12, ?4.9% versus PJ group?1.97±2.01, ?8.7%, P=0.206). On the whole, NODM was diagnosed in 19 patients out of the 88 patients (21.6%) who did not have DM preoperatively. The incidence of NODM was not significantly different between the groups (PG group 21.6% versus PJ group 21.5%, P=0.995). In addition, pancreaticoenterostomy was not an independent risk factor for NODM by logistic regression analysis (odds ratio, 0.997, 95% CI:0.356–0.2.788, P=0.995). No other risk factors for NODM were found. Conclusions: PG and PJ following PD induced similar pancreatic volume reduction during long-term follow-up. There was no difference in general nutritional status or incidence of NODM between the groups after PD.
其他文献
时光飞逝,一转眼就是12年。在我担任校长的12年里,非常荣幸的是,鹰潭师范附属小学的发展获得了社会各界的肯定:学校的办学规模扩大了一倍,学生人数增长了两倍多,师资力量迅速增强,在各级各类评比竞赛中,教师、学生纷纷攀枝折桂,社会各界把越来越多关注的目光聚焦到这里。  强国必先强教,强教必先强师,强师必先强研。我认为:要办好一所学校,“强师”是关键,“强研”是根本。因此,一名出色的校长,就是一位出色的
爱因斯坦说过,教育就是忘记了在学校求学时的许多细节之后剩下的东西。是学校传给学生的知识没用,还是教师的教学让人厌倦?虽然两者都不是,但教育中最有用的因子,应该是学生在学习过程中掌握的学习方法,形成的思维习惯和行为素养,这些可谓为教育之后“剩下的”。  经常听到一些教师感叹,在校时成绩好的学生,在其毕业后,往往会把教师忘得一干二净,而那些受到教师指责批评过的学生,对教师的印象反而深刻。我们也不禁发现
20世纪40年代,我国著名生物化学家吴宪、万昕、郑集等学者聚首在重庆,怀着科学救国的梦想,于1945年春发起并成立中国营养学会,旨在发展营养科学、献身抗战保国。成立至今,中国营养学会走过70年历程,几代营养学工作者克服种种困难,众志成城,团结协作,使学会不断发展,职能日趋完善,为中国营养事业的发展、人民健康水平的提高,作出了应有的贡献,成为中国营养学界的一面旗帜。  早在上个世纪,我国就已经成为世
期刊
有的学校对书面测试采取教和考分离,表面上有利于试题的保密、测试的公正和公平,但这种测试实质上把学生完全排除在外,没有从他们的学习实际出发,这样的试题显然缺乏科学性、针对性和有效性,测试效果肯定不理想。有的学生考得差,对教师的教学产生严重的质疑和排斥,又会导致师生关系对立和冲突,出现“教学相退”的负面效果。  学生没有话语权,就会猜想哪些知识点会考、哪些知识点不会考。这种“押宝式”的复习导致教学和考
小学语文纸笔测试基础知识试题必须以课程标准为准绳,采用多种形式,展现学生的理解与应用能力,让教师更加有效地教,学生更加高效地学。试卷命题一要转向以本为本,具有基础性。考试只是检测学业成绩与激励学生奋发向上的手段,而不是终极目的。许多学生之所以害怕考试,是因为部分教师用考试去为难他们,试题脱离教材,超越学生的已有水平。小学是打基础的阶段,试卷命题必须紧扣课程目标和学段目标,以教材为依据,关注基础知识
纸笔测试是《语文课程标准》提出的四大评价方法之一,作为评价学生学习效果的一种主要手段,它具有导向、激励、反馈和调控等多方面的作用,理应成为教师和学生乐意接受的方式。然而在很多教师和学生眼里,测试成为负担,尤其让学生害怕。要让考试促进学生健康持续地发展,笔者认为应从纸笔测试命题开始。如题目应温馨表述,散发人文关怀。教育哲学家金生弘先生在他的著作中提出了一种全新的“你——我”对话与理解式师生关系模式。
在新一轮课程改革中,对学生的学习评价有了很大的改变。笔者认为,书面测试要科学命题,让考试成为学生的智慧之旅。一要点多面广,体现灵活性。考评数学水平的高低并不是通过偏题、难题来为难学生,而是通过简单的基础知识营造一种宽松的氛围,让学生运用已学知识测评自己的能力。因此,试卷的命题要点多面广,既要考虑大部分学生考试成绩达标,又要考虑让各层次学生成绩拉开距离,使他们在测试时都能获得成功的喜悦。在突出体现试