Increasingly scientists representing a variety of disciplines in leading research institutions, as well as small and medium-sized companies are leveraging their expertise to engage in early-stage drug discovery. Such drug discovery R&D requires the productive combination of multiple disciplines including biochemistry, medicinal and computational chemistry, natural products, pharmacokinetics, pharmacology and project management, the breadth of which can present organisational, knowledge and competence challenges for institutions and investigators.
This interactive, lecture- and discussion-based course will give scientists of all disciplines a broad introduction to the theoretical, practical and organisational aspects of small molecule and natural product drug discovery. Each topic-based lecture mixes presentation with discussion sessions and case histories to develop the key aspects of critical disciplines and activities. Additional discussion-based sessions will build on the lectures to illustrate the strategic planning of drug discovery programmes, including the development of target product profiles, compound progression criteria, scientific strategy and the need to work collaboratively. This course will focus on the need for drug discovery in Latin America and how these approaches can be applied in the regional context and environment.
Pharmacology 2 Practical Book Pdf Free Download
Download File 🔥 https://urlca.com/2y4Nzg 🔥
The course is open to applicants from institutes based in Latin America and the Caribbean. The programme is aimed at researchers with a PhD and background knowledge of any discipline related to drug discovery, including biology, chemistry, pharmacology, computational chemistry and informatics.
This module introduces students to practical skills essential to students studying pharmacology. It links closely with the complementary module Pharmacology (PED1003) which is a co-requisite for this module. Students learn practical techniques for quantification of drugs in biological fluids and use these techniques to explore the effect of charcoal on drug absorption and the processes affecting drug metabolism. They also measure the different therapeutic and side effect profiles of commonly used bronchodilators.
The module will also highlight the importance of laboratory health and safety.
The Pharmacology practical skills module consists of laboratory-based practicals on the following topics: drug metabolism in vitro by liver microsomes; determination of paracetamol pharmacokenetics using spectrophotometry; the bronchodilator effects of inhaled salbutamol and ipratropium; the absorption of paracetamol and the effect of charcoal on drug absorption.
The module is offered ONLY to Study abroad students. Students on other programmes in the School
of Biomedical, Nutritional and Sport Sciences may take the same practical classes as part of CMB1011.
Small group teaching will introduce IT skills needed for the practical work
Practicals will provide experience of laboratory work; information presented in practicals will include knowledge and understanding of the underlying principles of essential practical techniques and laboratory health and safety. Students will gain hands-on experience of a range of practical techniques and safe laboratory practice. Practical classes will allow students to develop skills in recording and analysing biological data, carrying out scientific calculations and using computers. Practicals also provide an opportunity for students to ask questions and exchange ideas with peers, demonstrators and academic staff in a relatively informal setting. Skills practised include critical thinking, data synthesis, numeracy & use of computer applications.
Independent study is used for self-directed learning and includes: reading lecture notes and texts relevant to the practicals; preparation for practicals and completing assessments.
Practical reports will test the students' knowledge and understanding of practical techniques, ability to record and analyse biological data, ability to carry out scientific calculations and ability to use computer aided learning packages.
Figure 1 The flow diagram of this research showing a pragmatic strategy for identifying the pharmacological mechanisms of luteolin against coronavirus disease 2019 (COVID-19)/asthma comorbidity based on system pharmacology and bioinformatics analysis.
The pandemic caused by the SARS-CoV-2 virus (COVID-19) is still a major health issue. The COVID-19 pandemic has forced the university teaching to consider in high priority the switch from in-presence teaching to remote teaching, including laboratory teaching. While excellent virtual-laboratory teaching has been proposed and turned out to be very useful, the need of a real-laboratory in-presence teaching is still a major need. This study was aimed at presenting a laboratory exercise focusing (a) on a very challenging therapeutic strategy, i.e. SARS-CoV-2 diagnostics, and (b) on technologies that are playing a central role in applied biochemistry and molecular biology, i.e. PCR and RT-PCR. The aims of the practical laboratory were to determine: (a) the possibility to identify SARS-CoV-2 sequences starting from a recombinant plasmid and (b) the possibility to discriminate cells with respect to the expression of SARS-CoV-2 Spike protein. This activity is simple (cell culture, RNA extraction, RT-qPCR are all well-established technologies), fast (starting from isolated and characterized RNA, few hours are just necessary), highly reproducible (therefore easily employed by even untrained students). We suggest that this laboratory practical exercises should be considered for face-to-face teaching especially if the emergency related to the COVID-19 pandemic is maintained. The teaching protocol here described might be considered in order to perform fast but meaningful in-presence teaching, making feasible the division of crowded classes in low-number cohorts of students, allowing the maintenance of the required social distance.
Citation: Gasparello J, Papi C, Zurlo M, Cosenza LC, Breveglieri G, Zuccato C, et al. (2022) Teaching during COVID-19 pandemic in practical laboratory classes of applied biochemistry and pharmacology: A validated fast and simple protocol for detection of SARS-CoV-2 Spike sequences. PLoS ONE 17(4): e0266419.
A large number of students engaged in scientific disciplines are expected to be very interested in authentic laboratories experiences in molecular biology classrooms [1, 2]. Accordingly, practical laboratory classes teaching molecular pharmacology approaches employed in the development of therapeutic strategies are of great interest to students attending courses in Biotechnology, Applied Biology, Pharmaceutic and Technology Chemistry, Translational Oncology [2].
The aims of the practical laboratory were to determine: (a) the possibility to identify SARS-CoV-2 sequences starting from a recombinant plasmid and (b) the possibility to discriminate cells with respect to the expression of SARS-CoV-2 Spike protein.
This practical activity is simple, as culturing of eukaryotic cells, extraction of DNA and RNA, polymerase-chain reaction (PCR) are all well-established technologies available in most of the cellular and molecular biology laboratories. In addition, the results are obtained quickly (in fact, starting from isolated and characterized RNA, few hours are just necessary) and are highly reproducible, allowing the proposed protocols to be employed by even untrained students. The scheme of the laboratory lesson is depicted in Fig 1. It should be underlined that these laboratory lessons require no complex facilities, the most critical being the availability of instruments for PCR, which is anyway a very common instrument in research activities performed in the molecular biology field. On the contrary, the determination of the presence or the lack of amplified products can be obtained using low-cost standard analytical approaches based on agarose gel electrophoresis.
The lists of the materials are presented in the S1 and S2 Files. In the S1 File (Title: The Protocols for preparing the biological materials for the laboratory practical lessons) the activity is presented for preparing the biological material to be used by the students during the practical laboratory lessons. The protocols presented in the S2 File (Title: The Protocols of the laboratory practical lessons) are related to the sections focusing on the practical activity performed by the students. While the complete lists of the materials are included in the S1 and S2 Files, the following section summarizes the key materials employed. The two protocols have been submitted to the protocol.io platform with the following DOIs: dx.doi.org/10.17504/protocols.io.x54v9y26zg3e/v1 (S1 File) and dx.doi.org/10.17504/protocols.io.bp2l612qzvqe/v1 (S2 File).
The step-by-step Protocols are presented in S1 and S2 Files, focusing on preparing the biological material to be used by the students during the practical laboratory lessons (the S1 File) and on the practical activity performed by the students (S2 File). The contents of the S1 and S2 Files are also presented in Fig 1. While full details of the methods are included in the S1 and S2 Files, the following section summarizes the key methodological activities, also presented in Fig 1.
In the process of admission of the students we kept the required records of who attended including their physical proximity (e.g., lab bench numbers). The students have been divided in 6 groups never exceeding 16 students for each group. The time that students spent in the lab was kept at the minimum as this action reduces the opportunities for SARS-CoV-2 transmission. This was facilitated by the design of the practical exercise (see Fig 1B) that needed no more than 3 hours to be completed, allowing classes to be divided into multiple sequential streams, also facilitating an effective cleaning of the used laboratories. e24fc04721