The iron-deficiency anemia is a common disorder worldwide. It is widely treated with oral iron supplements as ferrous sulfate compound in pill or tablet form, and continuous therapy can induce gastric diseases. The diagnosis of this unusual drug-induced disease is based on the endoscopic findings and the histopathological biopsy examination, because the clinical symptoms are vague and non-specific. Herein we report five cases of iron pill-induced gastritis after oral ferrous sulfate administration.The aim of this report is to underline that iron pill-induced gastritis is an under-diagnosed entity that must be kept in mind when patients undergo chronic iron-pill therapy because it can carry severe upper digestive tract complications. Moreover, we would speculate about the potential tumorigenic role of iron intake in iron-induced gastric inflammation.
Melanosis coli is an entity described for the first time in 1847 by Virchow and is characterized by the presence of lipofuscin pigment in macrophages of the colonic lamina propria, found in most of the cases in patients who overuse anthracene laxatives.Its etiology, however, has yet not been elucidated, although correlations with drug use (hydralazine, furosemide, hydrochlorothiazide, propranolol, and iron supplements) and systemic diseases (hypertension, chronic renal disease, gastric hemorrhage, and diabetic mellitus) have been evidenced. 1 Figure 1. (A) Pericolic lymph node showing massive presence of macrophages filled with brown, granular pigment (EE, 3×, inset 10×). (B) Immunoreactivity for CD68 confirmed the macrophage nature of the elements (10×).
Résumé Cet article relate une expérience, faite au Centre de langues de l’EPFL au cours de l’année académique 2008-2009, qui consistait à guider les étudiant·e·s vers l’autoévaluation dans le domaine de la production orale en continu. Ayant constaté que bien souvent les autoévaluations libres, bien que basées sur les descripteurs du Portfolio , étaient très approximatives, les auteur·e·s ont tenté de fournir à leurs étudiant·e·s, réparti·e·s en sept groupes différents, des outils pour s’autoévaluer de façon plus nuancée, plus précise, et pour déboucher sur la fixation librement déterminée de nouveaux objectifs. L’article relate les différentes phases de l’expérience et en analyse les points positifs ainsi que les zones d’ombre.
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