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벤조[b][1,4]옥사진-3(4H)-치온 유도체의 합성과 이들의 타이로시네이즈 저해 활성
김도현(Do Hyun Kim),천부순(Pu soon Chun),정해영(Hae Young Chung),문형룡(Hyung Ryong Moon) 대한약학회 2017 약학회지 Vol.61 No.1
To investigate whether a “β-phenyl-α,β-unsaturated thiocarbonyl” scaffold can play a key role in tyrosinase inhibition, benzo[b][1,4]oxazine-3(4H)-thione derivatives bearing the scaffold were synthesized through a three-step reaction including Knoevenagel condensation. Four compounds showed not only high binding affinity with tyrosinase on docking simulation but also greater inhibitory activity against mushroom tyrosinase than arbutin. These results indicate that a “β- phenyl-α,β-unsaturated thiocarbonyl” may serve as an important chemical scaffold for potent tyrosinase inhibitors.
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ABCB1 C3435T가 신장이식 수혜자에서 tacrolimus의 최저혈중농도에 미치는 영향: 체계적 문헌고찰 및 메타분석
신혜연(Hye Yeon Sin),천부순(Pu soon Chun) 대한약학회 2018 약학회지 Vol.62 No.5
A large number of studies have investigated the influence of ABCB1 C3435T polymorphism on blood trough concentrations of tacrolimus in kidney transplant recipients. However, the results are inconsistent. The aim of the present study was to clarify the effects of ABCB1 C3435T on trough blood levels of tacrolimus in renal transplant recipients at different post-transplantation times. The databases of PubMed, Embase, Ovid, and Cochrane Library were searched for all published studies from inception to March 2018. In addition, reference lists of articles were also examined. Using the Review Manager 5, weighted mean differences of dose-adjusted trough concentration of tacrolimus were pooled to estimate the effects of ABCB1 C3435T on tacrolimus levels. A total of 11 studies (968 recipients) were included in the present metaanalysis. The adult recipients with CC genotype had lower dose-adjusted trough concentration of tacrolimus than the CT and TT carriers at the first week after kidney transplantation (CC vs CT, WMD: -14.82; 95% CI: -24.73, -4.90; p=0.003; CC vs TT, WMD: -30.73; 95% CI: -47.9, -13.57; p=0.0004). Similar results were observed in adult recipients at the first month after transplantation (CC vs CT, WMD: -19.61; 95% CI: -27.66, -11.56; p<0.00001; CC vs TT, WMD: -25.45; 95% CI: -47.68, -3.22; p=0.02). Furthermore, at 3 months, the pediatric and adult recipients with CC or CT genotype had lower dose-adjusted trough concentration than the TT carriers (CT vs TT, WMD: -11.85; 95% CI: -18.65, -5.04; p=0.0006; CC vs TT, WMD: -30.98; 95% CI: -37.46, -24.50; p<0.00001). In addition, at the time of 6 months, the adult recipients carrying 3435C allele had lower dose-adjusted trough concentration than the TT carriers (CC vs CT, WMD: -19.00; 95% CI: -23.60, -14.39; p<0.00001; CT vs TT, WMD: -6.57; 95% CI: -12.87, -0.28; p=0.04; CC vs TT, WMD: -26.46; 95% CI: -32.04, -20.88; p<0.00001). These results imply that the adult recipients carrying ABCB1 3435C allele need higher dose of tacrolimus to prevent acute rejection after kidney transplantation.
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포스트 코로나 시대 온라인 플랫폼 프로젝트중심학습을 활용한 전문직 간 교육 프로그램 개발 : 보건계열 대학생을 중심으로
주현정 ( Hyun-jung Ju ),윤보영 ( Bo-young Yoon ),천부순 ( Pu-soon Chun ),김상희 ( Sang-hee Kim ) 대한설비관리학회 2021 대한설비관리학회지 Vol.26 No.2
Online learning has been provided to students in universities due to the spread of COVID-19. Online collaborative learning can support interaction between learners and develop problem-solving and self-directed learning abilities. Interprofessional education (IPE) develops healthcare students as future interprofessional team members by learning together about each others’ roles and practicing collaboration and teamwork, which can provide quality patient care. The purpose of this study is to develop an IPE program utilizing online platform project-based learning. In the IPE program, participants are faculty members and students from three departments―medicine, nursing, and pharmacy. At the phase of design, we defined three core competencies―communication, collaboration, and professionalism―and course objectives, organized student groups and matched the groups with faculty members using a team-teaching model, and selected online platform project-based learning as instructional methods. At the phase of development, we developed learning processes and content for a fifteen-week-long course, including six steps: preparing, selecting, planning, executing, creating, and presenting, and evaluating. We also developed a guide for instructors and strategies for students’ team projects. For instructors to play a role facilitators in an online learning environment, faculty development systems and resources will be needed. Future studies will need to conduct program evaluations to investigate the effectiveness of the IPE program.
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