Late recurrence of ovarian granulosa cell tumor at the retroperitoneal and renal hilum level in a single-kidney patient--case report.

BACKGROUND: Ovarian granulosa cell tumors are rare tumors characterized by a long natural history and a tendency to late recurrence. Surgical resection, radiotherapy, chemotherapy and hormone therapy are possible options to treat recurrent disease. The choice will depend on the patient's condition and the site of recurrence. CASE: We describe the case of a 72-year-old patient with a single left kidney who presented retroperitoneal recurrence of ovarian granulosa cell tumor at the left renal hilum ten years after primary treatment. CONCLUSION: This case illustrates an example of very late recurrence and emphasizes the importance of extended follow-up for these patients.

[Problem-based learning in urology training. The Faculty of Medicine of the Universidad de Castilla-La Mancha model]. / El aprendizaje basado en problemas en la enseñanza de la urologia. Modelo de la Facultad de Medicina de la Universidad de Castilla-La Mancha.

Ongoing changes in the social, economic, technological and scientific realms have generated new needs and led various organizations to suggest that educational institutions should reorient their educational strategies toward developing effective professionals with the skills to meet these needs. These "modern" strategies include problem-based learning, in which the student seeks and selects information, analyzes the data obtained, integrates both prior and newly acquired knowledge, and, finally, offers diagnostic and therapeutic options to resolve the problem posed, as would occur in professional practice. With this approach, prior skills and practical experience form the foundation of learning. Problem-based learning incorporates some aspects of cognitive psychology, a model that mainly centers on the nature of the knowledge structures found in active memory, the processes involved in information storage and retrieval and the various factors that activate these processes. At the Faculty of Medicine of the Universidad de Castilla-La Mancha, urology is part of a core subject (Medical and Surgical Pathology II) taught in the fifth year of coursework together with nephrology. Each course includes approximately 75 students, divided into five groups. The rotation lasts six weeks, with students spending a mean of two hours a day on theory (nephrology and/or urology) and the remaining time on rotations in the various activities: three weeks in nephrology and three weeks in urology. Upon completion of the rotation, the students write a combined theoretical examination with 100 multiple-choice questions (50 on urology) and take a practical skills examination. At the end of the course, another practical test consisting of an objective, structured clinical examination is taken, in which standard patients are used and the professor directly assesses the level of skills acquired with a "real" case.

El aprendizaje basado en problemas en la enseñanza de la urología. Modelo de la Facultad de Medicina de la Universidad de Castilla-La Mancha / Problem-based learning in urology training. The faculty of medicine of the Universidad de Castilla-La Mancha model

Las nuevas necesidades derivadas de los actuales cambios sociales, económicos, tecnológicos, científicos, etc..., han hecho que distintos organismos hayan sugerido a los estamentos educativos la necesidad de desarrollar cambios en las estrategias educativas orientados al desarrollo de un profesional eficaz con competencias adaptadas a estas necesidades. Dentro de las estrategias “modernas” se encuentra la enseñanza basada en problemas o aprendizaje por problemas (PBL), mediante la cual el estudiante busca y selecciona la información, razona e integra los conocimientos previos y adquiridos, dando finalmente unas posibilidades diagnósticas y terapéuticas al problema planteado, tal y como se va a enfrentar en su actividad profesional. Los conocimientos previos y la actividad constituyen los pilares fundamentales del aprendizaje. El PBL incorpora algunos de los aspectos de la psicología cognitiva, modelo cuya parte principal determina la naturaleza de las estructuras del conocimiento que se encuentran en la memoria activa, en los procesos de almacenamiento y recuperación de la información y los diversos factores que lo activan. La urología en la Facultad de Medicina de la Universidad de Castilla-La Mancha forma parte de una asignatura troncal (Patología Médica y Quirúrgica II) que se imparte durante el quinto curso. La urología se desarrolla integrada con nefrología. El número de alumnos por curso es aproximadamente 75 divididos en 5 grupos. La “rotación” dura seis semanas durante las cuales los estudiantes tienen una media de 2 horas diarias de teoría (ya sean de nefrología y/o urología) y el resto son rotatorias por distintas actividades: tres semanas en nefrología y tres semanas en urología. Al finalizar la rotación los udiantes realizan un examen teórico conjunto con 100 preguntas de respuestas múltiple (50 de urología) y un examen práctico de las habilidades. A final de curso existe otra prueba práctica (OSCE: examen clínico objetivo y estructurado) con la utilización de pacientes estandarizados, debiendo el profesor evaluar de forma directa el nivel de competencias adquiridas ante un “caso real”

Ongoing changes in the social, economic, technological and scientific realms have generated new needs and led various organizations to suggest that educational institutions should reorient their educational strategies toward developing effective professionals with the skills to meet these needs. These “modern” strategies include problem-based learning, in which the student seeks and selects information, analyzes the data obtained, integrates both prior and newly acquired knowledge, and, finally, offers diagnostic and therapeutic options to resolve the problem posed, as would occur in professional practice. With this approach, prior skills and practical experience form the foundation of learning. Problem-based learning incorporates some aspects of cognitive psychology, a model that mainly centers on the nature of the knowledge structures found in active memory, the processes involved in information storage and retrieval and the various factors that activate these processes.At the Faculty of Medicine of the Universidad de Castilla-La Mancha, urology is part of a core subject (Medical and Surgical Pathology II) taught in the fifth year of coursework together with nephrology. Each course includes approximately 75 students, divided into five groups. The rotation lasts six weeks, with students spending a mean of two hours a day on theory (nephrology and/or urology) and the remaining time on rotations in the various activities: three weeks in nephrology and three weeks in urology. Upon completion of the rotation, the students write a combined theoretical examination with 100 multiple-choice questions (50 on urology) and take a practical skills examination. At the end of the course, another practical test consisting of an objective, structured clinical examination is taken, in which standard patients are used and the professor directly assesses the level of skills acquired with a “real” case

[Eosinophilic cystitis and glandular-cystic cystitis as pseudotumor lesions]. / Cistitis eosinofílica y cistitis glánduloquística como lesiones seudotumorales.

OBJECTIVES: To report on two different types of cystitis presenting as pseudotumor. The differential diagnosis between the foregoing lesions and true tumors can only be established by biopsy. METHODS: We report two cases of cystitis (eosinophilic cystitis and glandular-cystic cystitis) with clinical, radiological and endoscopic features of a bladder tumor. The diagnosis, etiopathological aspects, clinical course and treatment of both types of cystitis are reviewed. RESULTS/CONCLUSIONS: Hematuria is the most frequent and most important symptom of these uncommon lesions. They present as space occupying lesions in more than 50% of the cases and have no specific diagnostic features. The diagnosis can only be made by pathological examination following TUR-biopsy.