Publications by authors named "J C Castillo"

Mutations in Sonic Hedgehog (SHH) signaling pathway genes, for example, (SUFU), drive granule neuron precursors (GNP) to form medulloblastomas (MB). However, how different molecular lesions in the Shh pathway drive transformation is frequently unclear, and mutations in the cerebellum seem distinct. In this study, we show that fibroblast growth factor 5 (FGF5) signaling is integral for many infantile MB cases and that expression is uniquely upregulated in infantile MB tumors.

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Objectives: To report the neurodevelopmental outcomes after a fetoscopic myelomeningocele (MMC) repair and to compare them with children who had an open-hysterotomy repair or a postnatal repair.

Study Design: 132 infants were included (prenatal repair: 93 [69 fetoscopic and 24 open-hysterotomy]; postnatal repair: 39). Neurodevelopmental outcomes at or beyond 18 months were evaluated by a developmental pediatrician using the Capute scales (Clinical Adaptive Test [CAT]/ Clinical Linguistic & Auditory Milestone Scale [CLAMS]) and/or during parental interview using Developmental Profile 3 (DP-3) test.

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Global disparities in neurosurgical care necessitate innovations addressing affordability and accuracy, particularly for critical procedures like ventriculostomy. This intervention, vital for managing life-threatening intracranial pressure increases, is associated with catheter misplacement rates exceeding 30% when using a freehand technique. Such misplacements hold severe consequences including haemorrhage, infection, prolonged hospital stays, and even morbidity and mortality.

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Background: Thoracolumbar (TL) fractures are uncommon injuries in the pediatric population. Surgery is recommended for TL fractures with significant deformity, posterior ligamentous complex disruption, or neurological compromise. The Thoracolumbar Injury Classification and Severity Scale (TLICS) has been validated in pediatric populations and serves as a valuable tool for guiding treatment decisions.

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Feedback curricula in medical education typically cover only the uncontextualized basics of feedback. We created a self-paced, online course that covered advanced feedback techniques with intentional inclusion of social dynamics that can influence feedback processes. Results revealed significant improvements in participant feedback orientation, feedback-seeking behaviors, and perceptions of feedback environment.

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