Vestibular schwannoma is a benign tumour that originates in the eighth cranial nerve. It is termed intralabyrinthine schwannoma (ILS) when it develops in the inner ear, this being a rare origin. We present our experience in the management of three patients with ILS.
 
  The results of tumour excision and cochlear implantation were evaluated in three patients with ILS two intracochlear schwannomas (ICS) and one intravestibular schwannoma (IVS).
 
  Prior to surgery, all patients presented progressive sensorineural hearing loss and tinnitus.  https://www.selleckchem.com/products/piperacillin.html  Complete tumour resection and cochlear implantation was possible in all patients, with favourable hearing rehabilitation.
 
  The therapeutic approach will depend on tumour size, growth rate, degree of hearing loss and presence of vestibular symptoms. Cochlear implantation (CI) in patients with ILS is possible when the cochlear nerve is present and functional. CI in patients, whether or not preceded by tumour excision, is an option with good hearing results in selected patients.
 The therapeutic approach will depend on tumour size, growth rate, degree of hearing loss and presence of vestibular symptoms. Cochlear implantation (CI) in patients with ILS is possible when the cochlear nerve is present and functional. CI in patients, whether or not preceded by tumour excision, is an option with good hearing results in selected patients.
  T-14 and TAHSI are validated and reliable specific questionnaires which measure the quality of life in paediatric patients with adenotonsillar disease. The present study aims to compare the adapted and validated versions in Spanish of these two questionnaires (T-14-s and s-TAHSI) in order to assess the preferential use of either of them in our environment.
 
  A multicentre prospective cross-sectional study was carried out between November 2015 and April 2016, to determine the possible correlation between these two instruments. Subjects aged from 2 to 16 years with indication for adenotonsillar surgery and healthy controls, were consecutively included. Parents or caregivers of these children completed T-14-s and s-TAHSI questionnaires initially, after 2-6 weeks and at 6 months after surgery. T-14-s and s-TAHSI scores of the entire sample were compared globally, patient and control subgroups were compared separately and finally, compared in the group of patients at 6 months from surgery, using Pearson correlation coefficient. The proportion of variability shared between both tests was calculated.
 
  A hundred subjects (50 cases and 50 controls) were studied. The overall correlation presented by both questionnaires was very high (0.97) with a significance level of p < .01. The proportion of shared variability was 94%, very high. The results were maintained when comparing the questionnaires in the subpopulations of cases and controls, as well as the postoperative questionnaires.
 
  Quality of life questionnaires for paediatric patients with adenotonsillar pathology, T-14-s and s-TAHSI, showed high correlation and allows the equivalent use of both in our environment.
 Quality of life questionnaires for paediatric patients with adenotonsillar pathology, T-14-s and s-TAHSI, showed high correlation and allows the equivalent use of both in our environment.
  While the use of social media and blogging is an attractive and rapidly growing method to disseminate student reflections and information, the use of digital online methods of learning also require professional and ethical accountability. This commentary describes two approaches to using a checklist to promote the culturally sensitive, professional, and ethical use of social media platforms when students are expected to share their global pharmacy experiential experiences.
 
  Social media sites and online blogs have the potential to enhance student experiences and promote intercultural competence of participants due to their ease of use and familiarity. If social media applications are used by students as a means of gaining self-awareness of cultural differences or promotion of cultural knowledge and attitudes, a framework for how to approach this process methodically should be employed by educators. E-professionalism criteria, such as self-evaluation of implicit biases, appropriateness of visual images, and timing of online posting can be used to set expectations as part of pre-departure training and to ensure ethical dissemination of online student reflections.
 
  Pharmacy educators can assist students during global experiences abroad by improving their cultural competence when sharing reflections online. To ensure postings are culturally sensitive, ethical, and professional, consideration should be given to the deliberate use of a checklist that can assist with ensuring appropriateness of content and student reflections as part of a formal educational experience.
 Pharmacy educators can assist students during global experiences abroad by improving their cultural competence when sharing reflections online. To ensure postings are culturally sensitive, ethical, and professional, consideration should be given to the deliberate use of a checklist that can assist with ensuring appropriateness of content and student reflections as part of a formal educational experience.
  Promotion is both a rewarding and challenging milestone in an academic career, and the process is enriched by intentional mentorship. Junior faculty often seek a stepwise mentorship approach that allows them to accurately self-reflect on their progress toward promotion, while more seasoned faculty may benefit from guidance on how to effectively mentor their colleagues through the process.
 
  Fortunately, the revised Bloom's taxonomy, the same tool commonly utilized to guide curricular development and assessment, serves both of these purposes very effectively.
 
  This tale of four pharmacy academicians uses the construct of the revised Bloom's taxonomy knowledge dimension to define various stages of an academic career while drawing parallels with aspects of the cognitive process dimension in each stage and describes a mentoring framework that successfully leads faculty toward the next step of their careers.
 This tale of four pharmacy academicians uses the construct of the revised Bloom's taxonomy knowledge dimension to define various stages of an academic career while drawing parallels with aspects of the cognitive process dimension in each stage and describes a mentoring framework that successfully leads faculty toward the next step of their careers.