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The staging of breast cancer has been based on tumor size, lymph node involvement, and presence or absence of distant metastases. The American Joint Committee on Cancer (AJCC) staging system in its eighth edition incorporates hormone receptors, human epidermal growth factor receptor 2 (HER2), and histologic grade due to their prognostic importance. In Latin America, however, the impact of the new edition is unknown. This article evaluates the performance of the AJCC eighth-edition staging system in a cohort of patients with breast cancer at a reference center in Colombia. The study investigated a descriptive cohort of 912 patients who received complete treatment for non-metastatic invasive breast cancer and had information on the anatomic stage and biologic factors,. All the patients were restaged using the AJCC eighth-edition classification. Changes in clinical stages and differences between the two classifications were compared. The study enrolled 912 patients. Changes in staging occurred for 54.82% (downstaging for 40.3% and upstaging for 14.47%) of these patients. For recurrence-free survival, the C-Index of the eighth-edition AJCC was 0.726, and the AIC was 1323.7, whereas the C-Index of the seventh-edition AJCC was 0.731, and the AIC was 1314.3 (p = 0.99). The seventh and eighth editions of the AJCC staging system have similar predictive values in our population for recurrence-free survival. Future studies are necessary to evaluate the performance of the AJCC eighth-edition staging system in predicting overall survival.

El artículo trata de ofrecer una propuesta de contenidos curriculares como alternativa a los predeterminados por la LOMCE. Son unos contenidos-problema, justificados por una antropología andina frente a la antropología occidental. Mientras aquella habla de interdependencia, totalidad holística, horizontalidad democrática y ecocentrismo, esta se aferra a un tipo de persona, unidimensional o economicista, independiente, distinta y superior a todo lo que no es sujeto racional, originando una escuela y unos contenidos pedagógicos que en nada ayudan a resolver los conflictos humanos, agravados por una cultura occidental en declive histórico. Los contenidos-problema, por el contrario, se presentan por el autor como el reflejo de una escuela re-orientada por los principios de la antropología andina, capaces de contribuir a la construcción del sujeto comunitario. This paper attempts to offer an alternative approach to the curricular contents of the Spanish Organic Law on the Improvement of the Quality of Education (LOMCE). The author proposes «problem-contents», justified by Andean anthropology where interdependency, a holistic approach, democratic horizontality and ecocentrism are the basis of living compared to contents justified by Western anthropology where the model is that of a one-dimensional, economicist, independent and superior individual. The model of school and of pedagogical contents provided by this approach is unable to solve human conflicts, which are, at the moment, magnified by the decline of Western culture. «Problem-contents», on the other hand, reflect a reorientated school that follows Andean anthropological principles that enable the building of a community-focused individual.

Introduction This instructional video presents basic technique for restoring a class I occlusal preparation with amalgam. This video is intended to serve as an adjunctive tool for teaching operative dentistry. The intended audience is any student of operative dentistry. Methods Students can watch this video on their personal computer/media device as a form of self-study or review. The video can also be projected as a stand-alone presentation before a group of viewers in teaching and/or calibration scenarios. The video can be easily paused during presentation to engage in reflection on and discussion of previously presented information. To aid in assessment of comprehension of basic concepts covered in the class I amalgam restoration video, an eight question multiple-choice quiz is also included in this submission. Results This video has become a powerful medium for effectively illustrating operative procedures at our institution. By viewing this video in advance, students are more attentive during lectures, and seem to ask better questions. In addition, they have become more efficient during laboratory sessions and are also able to better self-assess. Discussion Because the resource is a concise demonstration of the technique of class I amalgam restoration, other important related subjects (dental caries and dental materials) could not be covered in detail. For a more comprehensive understanding of dental caries management, further training and collaboration is strongly encouraged.

Introduction This instructional video presents the basic technique for restoring a class I occlusal preparation with composite. This video is intended to serve as an adjunctive tool for teaching operative dentistry. The intended audience is any student of operative dentistry. Methods Students can watch this video on their personal computer/media device as a form of self-study or review. The video can also be projected as a stand-alone presentation before a group of viewers in teaching and/or calibration scenarios. The video can be easily paused during presentation to engage in reflection on and discussion of previously presented information. To aid in assessment of comprehension of basic concepts covered in the class I amalgam restoration video, a multiple-choice quiz is also included in this submission. Results This video has become a powerful medium for effectively illustrating operative procedures at our institution. By viewing this video in advance, students are more attentive during lectures, and seem to ask better questions. In addition, they have become more efficient during laboratory sessions and are also able to better self-assess. Discussion Because the resource is a concise demonstration of the technique of class I composite restoration, other important related subjects (dental caries and dental materials) could not be covered in detail. For a more comprehensive understanding of dental caries management, further training and collaboration is strongly encouraged.

Introduction This resource is intended to serve as an adjunctive tool for teaching operative dentistry. The centerpiece of the resource is a 4-minute instructional video, which presents basic technique for a Class I preparation. The general target audience is dental students, and the video should be presented in the context of a comprehensive operative dentistry curriculum. Methods The video conveys operative concepts via a variety of formats: text, photos, and live video, all with audio narration. Students can watch the video on their personal computer/media device as a form of self-study or review. The video can also be projected as a stand-alone presentation before a group of viewers in teaching and/or calibration scenarios. It can be easily paused during presentation to engage in reflection on and discussion of previously presented information. In addition to the video, a multiple-choice quiz is provided to allow the audience to self-assess. Results This video has become a powerful medium for effectively illustrating operative procedures at our institution. By viewing the video in advance, students are more attentive during lectures and seem to ask better questions. They have also become more efficient during laboratory sessions and are able to better self-assess. Discussion This resource was developed specifically in response to consistent student requests for video demonstration of the procedures covered in operative dentistry courses. Students seemed to be especially interested in the ability to review theory and techniques as many times as necessary before actual live patient encounters. With this in mind, the goal was to create a self-contained resource that could be easily accessible for its audience. The self-contained nature of the video makes it easily adaptable to a number of learning scenarios. In addition, the video can be used as a review in preparing for regional board exams.

Background:Matrix metalloproteinase-2 (MMP-2) is an enzyme with proteolytic activity on matrix proteins, particularly basement membrane constituents. A single nucleotide polymorphism C>T transition at –1306 displayed a strong association with several cancers. Our study investigated whether or not the MMP-2 –1306C>T polymorphism contributed to the development of breast cancer (BC) in a Mexican population. Methods: 90 patients with BC and 96 control subjects were analyzed to detect MMP-2 –1306C>T polymorphism. Results: The frequency of MMP-2 CC genotype was significantly higher in BC patients when compared with the control group (OR 2.15; 95% CI 1.1–4.1). MMP-2 CC genotype frequency was more pronounced in younger subjects (≤50 years) at diagnosis (OR 2.66; 95% CI 1.04–6.96). Conclusion: The data suggest that MMP-2 –1306C>T polymorphism strongly contributes to the development of BC in the population studied, especially among women 50 years old and younger.