RESUMEN
Background/Aims@#The Lyon Consensus defined parameters based on upper endoscopy and 24-hour combined multichannel intraluminal impedancepH (MII-pH), that conclusively establish the presence of gastroesophageal reflux disease (GERD). However, the true role of upper endoscopy and MII-pH to evaluate patients with extraesophageal symptoms (EES) has not been well established. Hypopharyngeal MII (HMII), which directly measures laryngopharyngeal reflux (LPR) events, has been utilized to evaluate patients with EES suggestive of LPR. @*Methods@#This was a retrospective study involving patients with EES for > 12 weeks despite proton pump inhibitor therapy, and had no endoscopic confirmatory evidence for GERD and negative MII-pH. All patients were subsequently referred for further evaluation of EES with “unknown” etiology and underwent laryngoscopy and HMII. Based on HMII, abnormal proximal exposure (APE) was defined as LPR ≥ 1/day and/or full column reflux (reflux 2 cm distal to the upper esophageal sphincter) > 4/day. Patients with APE were offered antireflux surgery (ARS) and the outcome of ARS was objectively assessed using Reflux Symptom Index. @*Results@#Of 21 patients with EES which was thought to be GERD-unrelated based on endoscopy and MII-pH, 17 patients (81%) had APE. Eight patients with APE who had undergone ARS had significant symptomatic improvement in the Reflux Symptom Index score (19.6 ± 4.9 pre-ARS to 5.8 ± 1.4 post-ARS, P = 0.008). @*Conclusions@#A conventional diagnostic approach using endoscopy and MII-pH may not be sufficient to evaluate patients with EES suggestive of LPR. HMII is essential to evaluate patients with EES, and APE could be a reliable indicator for successful treatment outcomes.
RESUMEN
Medical students in the second to fifth years evaluated all classroom lectures and laboratories in 1998. To clarify the faculty's opinions on student evaluations, in 2000 a questionnaire survey was given to 420 members of the teaching staff, of whom 137 (33%) responded. One hundred three (81.1%) instructors immediately checked the questionnaires after the classroom lecture or laboratory session, of whom 100 reported that the questionnaires were helpful for preparing subsequent lectures. One hundred nine faculty members replied that student evaluations of faculty teaching were meaningful, and 109 supported similar surveys in the future. Although conducting surveys of many students requires considerable time and cost, an effective feedback system plays an important role for both faculty and students.