著者

Kiyohito Hayashi Taizo Tasaka Toshinori Kondo Yuichi Ishikawa Makoto Goto Yoshiko Matsuhashi Yoshito Sadahira Takashi Sugihara Wada Hideho

出版者

The Japanese Society of Internal Medicine

雑誌

Internal Medicine (ISSN:09182918)

巻号頁・発行日

pp.0317-17, (Released:2018-08-24)

参考文献数

28

被引用文献数

5

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Werner syndrome (WS) confers a high risk of the development of neoplasias, including hematological malignancies, and curative treatment for these malignancies is difficult to achieve. A 44-year-old man with myelodysplastic syndrome was admitted to our hospital. He was diagnosed with mutation-proven WS. He underwent cord blood transplantation (CBT) following fludarabine, busulfan, and melphalan administration. A chimerism analysis of his marrow blood on day 62 showed a donor pattern >95%, which confirmed engraftment. The patient lived for 15 months while maintaining remission of MDS without treatment-related toxicity. Our case shows that CBT can be a treatment modality for WS patients with hematological malignancies.

著者

加藤 竜哉 後藤 真 Tatsuya Kato Makoto Goto

出版者

桜の聖母短期大学

雑誌

桜の聖母短期大学紀要 (ISSN:03868168)

巻号頁・発行日

no.39, pp.25-41, 2015-03

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The present article describes a method for enhancing peer collaboration and active participation among college students through an alternative Co-Active Poster Session( C.A.P.S.) in an educational setting. The authors set four criteria to define an "effective" peer collaboration-focused poster session: It minimizes the necessity of creating a neatly designed poster which often requires time-consuming preparation; It reduces a presenter's emerging emotional pressure by liberating him/her from having to give a well-organized speech in front of an audience; It allows the audience to ask questions anytime during the session without hesitation; It enhances the dynamics of continuous discussion among all the participants. Three different kinds of educational workshops were conducted in 2014 to compare C.A.P.S. with traditional, presentation-focused poster sessions. The qualitative review of 116 participants' written reflections suggested that C.A.P.S. met all four of the criteria listed above and showed the potential of this co-active learning method.