Basic Clinical Pharmacology
Manases Yatnalkar
International Journal of Basic & Clinical Pharmacology (IJBCP) is an open access, international, peer-reviewed journal. The journal's full text is available online at The journal allows free access to its contents. IJBCP publishes important advances in pharmacology that include basic and clinical studies of all aspects of pharmacology in human, animal and cell-line studies. The journal also accepts articles on traditional medicine. The journal has a broad coverage of relevant topics across pharmacology including ethics, research methodology, data management, drug utilisation, regulatory, teaching and biostatistics. IJBCP is one of the fastest communication journals and articles are published online within short time after acceptance of manuscripts. The types of articles accepted include original research articles, review articles, case reports, conference abstracts, general articles in the field of basic and clinical pharmacology, new drug updates and letters to the editor. It is published every two months and available in print and online version. IJBCP complies with the uniform requirements for manuscripts submitted to biomedical journals, issued by the International Committee for Medical Journal Editors.
Fast track publication service is provided to shorten the time to decision and publication. Authors if they wish can have their article published as Articles in Press within 2 weeks of manuscript submission (Conditional to acceptance and author does prompt corrections).
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Organized to reflect the course sequence in many pharmacology courses and in integrated curricula, the guide covers the important concepts students need to know about the science of pharmacology and its application to clinical practice. This edition has been extensively updated to provide expanded coverage of transporters, pharmacogenomics, and new drugs
The discipline of clinical pharmacology deals with the study of medications in humans and their effective, safe and economic use in patients. It bridges the gap between science and the practice of medicine through innovative research, development and regulation of medications. Since 1986, the Division of Clinical Pharmacology in the Department of Medicine at Indiana University School of Medicine remains at the forefront of advancing the science of clinical pharmacology, translational medicine and therapeutics for the benefit of patients.
The division is focused on genetic and non-genetic mechanisms of inter-individual variability in drug effects. Broad research efforts encompass cardiology, nephrology, obstetrics, reproductive endocrinology, hematology/ oncology, GI/hepatology and infectious disease.
Applicants for this training grant program need to describe an interdisciplinary program that integrates training in the conceptual models, methods and approaches of both behavioral and biomedical sciences. This should be a joint effort between the faculty and leadership of departments from both sides of this interface which could include, but is not limited to, departments of psychology, anthropology, behavior, demography and economics on the behavioral side, and departments of biology, physiology, cellular and/or molecular biology, pharmacology, neuroscience, biochemistry, biophysics, immunology, genetics, and biomedical engineering on the biomedical side. One of the main challenges in this training program is to bridge scientific cultural differences between disciplines. The program is sufficiently flexible to allow applicant institutions to tailor their proposed training program to take advantage of the resources available to them and the areas of strength at their institutions.
Applicants for a predoctoral institutional training grant in biostatistics must describe an interdisciplinary program that is built on a strong foundation in statistical theory and methodology and that provides a clear understanding of basic biological research. Applications should address any challenges of melding two disparate cultures, statistics and biology, at both the faculty and student levels, and how these challenges will be overcome.
To develop a vital collaborative infrastructure that provides interdisciplinary training, faculty must be recruited from more than one department. Evidence for this infrastructure could include collaborative research projects, co-authored publications, joint service on dissertation committees, collaborative teaching, and regular interactions in journal clubs and seminar series. Applications should also describe how they will promote the success of students coming from a biological or quantitative background in the training program. While biostatistics training often depends on a theoretical formalism that requires an essential core of didactic courses, this requirement must be balanced with training in other disciplines. Applicants must identify the key ideas and skills that are essential to multidisciplinary training in biostatistics and monitor the impact of core requirements on time to degree.
With the increased applicability of quantitative and engineering approaches to biomedical research, it is encouraged that students and faculty from engineering and other quantitative disciplines who have strong interests in biotechnology actively participate in these training programs. While many of the successful biotechnology training programs supported by the NIGMS involve engineering students and faculty, such involvement is not required; indeed, each program is encouraged to design and implement training in biotechnology that meets the needs and opportunities that exist locally. Some biotechnology training grant programs are rather focused on an inherently interdisciplinary topic (e.g., tissue engineering) while others are broad and support trainees pursuing degrees in a range of areas.
CMB programs may vary widely in the scope of the science, organizational structure, training activities and size of the training faculty and student population. Some CMB training programs are based in degree-granting departments, and the training grant serves to provide overarching training activities that lead to a common experience and uniform, high quality training. Others are based in interdisciplinary degree-granting programs, in which the training grant program and the graduate program are very similar. Still others entail a mix of the two, with an initial interdisciplinary, umbrella program that recruits and trains students in the first 1 to 2 years, followed by the identification of students with individual training programs that may be departmental or interdisciplinary. Regardless of the training program at a given institution, the training grant should have an impact on how training is conducted and should provide a means to foster and enrich interdisciplinary training in the cellular, biochemical and molecular sciences.
Applications for a training grant in computational biology, bioinformatics, and data science should address the challenges of melding two disparate cultures, computing and biology, at both the faculty and student levels. These challenges include:
The existing genetics predoctoral training grants all share a number of features that are now fairly common among biomedical graduate programs. In addition to dissertation research and in-depth didactic training in genetics, all require the trainees to participate in various journal clubs, retreats and seminars, and virtually all require that first-year students rotate through two or more laboratories. Other nearly universal features include qualifying examinations, thesis committee meetings, and teaching opportunities. In contrast, the size and organizational aspects of the existing programs are variable. The number of awarded positions, which is determined primarily by the size and quality of the applicant pool, can range from 2 to over 20.
Similarly, some programs are interdepartmental in nature, frequently spanning multiple departments and schools and serving as vehicles for uniting geneticists across an entire institution. Other programs are based in single departments, although virtually all include faculty from more than one academic unit. While all of the programs offer comprehensive training in genetics, some have developed strengths in particular aspects of genetics, such as population genetics or human genetics.
Typical programs bring together departments of chemistry, physics and those offering training in the various areas of biology. Students commonly work in several areas, including structural biology, the biophysical characterization of biological macromolecules, single molecule detection and electron microscopy. To successfully bridge the gap between the biological and physical disciplines, interaction among faculty and students through planned activities is essential. These activities commonly include rotations among a variety of disciplines and departments, journal clubs and seminar series. Mobility of students among the participating departments is an important feature, as is career guidance and monitoring throughout the students' education, even beyond participation on the training grant.
A key feature of the molecular biophysics training program is the identification of a pool of students with strong quantitative backgrounds. Hence many of the students supported in the program have majors in physics and chemistry. A particular challenge faced by the funded programs is to bring students from diverse educational backgrounds to the point where they speak a common language. Meeting this challenge often means developing a flexible, customized curriculum for each student.
The goal is to train a cadre of scientists prepared to work at the interface of basic biomedical science and clinical research, an area sometimes referred to as translational research. This training opportunity should be primarily designed for Ph.D. candidates; M.D. and M.D./Ph.D. doctoral candidates may be interested in such a program and could participate but should not be the ones for whom a training program in molecular medicine is designed and should not be appointed as trainees to the training grant. A program in molecular medicine should attract a distinct pool of students and the training should clearly be differentiated from training offered by other T32 training programs. Potential applicants are strongly urged to contact NIGMS staff before submission of a proposal.
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