Fine-needle aspiration biopsy guided with trans-abdominal ultrasound is a safe and minimally invasive technique that is used to confirm the diagnosis of prostatic neoplasia. A variation of this technique is a fine-needle biopsy without aspiration in which negative pressure is not exerted when obtaining the material. Four cases with clinical and ultrasound alterations compatible with prostatic neoplasia were evaluated with ultrasound-guided fine-needle biopsy without aspiration as a diagnostic tool. The procedure was done with conventional ultrasound guidance. When the area of interest was found, an ultrasoundguided sample collection was performed using a 21G x 1½” needle. The sample was expelled through the needle with a syringe onto a glass slide and stained using Tinción 15®. Sample interpretation was based on the identification of tumor cells and general criteria of malignancy. U...

Fine-needle aspiration biopsy guided with trans-abdominal ultrasound is a safe and minimally invasive technique that is used to confirm the diagnosis of prostatic neoplasia. A variation of this technique is a fine-needle biopsy without aspiration in which negative pressure is not exerted when obtaining the material. Four cases with clinical and ultrasound alterations compatible with prostatic neoplasia were evaluated with ultrasound-guided fine-needle biopsy without aspiration as a diagnostic tool. The procedure was done with conventional ultrasound guidance. When the area of interest was found, an ultrasoundguided sample collection was performed using a 21G x 1½” needle. The sample was expelled through the needle with a syringe onto a glass slide and stained using Tinción 15®. Sample interpretation was based on the identification of tumor cells and general criteria of malignancy. U...

A comparative study of the improvements in cognitive and emotional skills is presented between an outcome-based curriculum, with innovation of active methodologies (2012-II), and a competency-based curriculum (2018-I), aiming to develop generic and specific competences by improving these skills. The evaluation of cognitive and emotional skills was done by adapting the Reuven’s Bar-On Emotional Quotient Inventory Survey (EQ-i). The survey was conducted twice in each semester. The results were compared to determine if there were improvements between the first and second surveys in each semester and between both curricula. Also, the results of academic indicators were compared. The number of students enrolled was 30 (2012-II) and 27 (2018-I) and the respondent rate exceeded 70%. The result referred to the improvement of cognitive skills, problem solving, showed an almost double improvemen...

A comparative study of the improvements in cognitive and emotional skills is presented between an outcome-based curriculum, with innovation of active methodologies (2012-II), and a competency-based curriculum (2018-I), aiming to develop generic and specific competences by improving these skills. The evaluation of cognitive and emotional skills was done by adapting the Reuven’s Bar-On Emotional Quotient Inventory Survey (EQ-i). The survey was conducted twice in each semester. The results were compared to determine if there were improvements between the first and second surveys in each semester and between both curricula. Also, the results of academic indicators were compared. The number of students enrolled was 30 (2012-II) and 27 (2018-I) and the respondent rate exceeded 70%. The result referred to the improvement of cognitive skills, problem solving, showed an almost double improvemen...