Investigation of herb-drug interactions with ginkgo biloba in women receiving hormonal treatment for early breast cancer

Women receiving treatment for breast cancer commonly ingest herbal medicines. Little is known about the potential for herb-drug interactions in this population. The aim of this study is to investigate the effect of ginkgo biloba co-administration on the pharmacokinetics of tamoxifen, anastrozole and letrozole. This was a prospective open-label cross-over study in 60 women with early stage breast cancer taking either tamoxifen, anastrozole or letrozole (n=20/group). Participants received ginkgo biloba (EGb 761) for 3 weeks (120 mg twice daily). Trough concentrations of drugs were measured before and after ginkgo biloba treatment using LC-MS/MS. Toxicities were graded according to National Cancer Institute Common Terminology Criteria for Adverse Events. Trough concentrations before and after treatment with ginkgo biloba were not significantly different for tamoxifen (93.5 ± 29.0, 86.5 ± 25.3 ng/mL; p=0.16), letrozole (91.1 ± 50.4, 89.6 ± 52.14 ng/mL; p=0.60) or anastrozole (29.1 ± 8.6, 29.1 ± 7.6 ng/mL; p=0.97). Ginkgo biloba was well tolerated, with no difference in toxicity during ginkgo biloba. Co-administration of ginkgo biloba does not significantly affect the pharmacokinetics of tamoxifen, anastrozole or letrozole. There was no difference in the toxicity profile of hormone therapy with ginkgo biloba use in women with early stage breast cancer

Report on 2005 AACC International Annual Meeting, Orlando Florida, 11 – 14 Sept 05

Established and supported under the Australian Government’s Cooperative Research Centre Progra

The efficacy of mode-A eLearning Sites: An Exploration of eLearning through grounded theory

eLearning is a new and exciting area for educators in so far as it promises to deliver a student centred approach to learning; frees the student up to gain access to learning material when it suits them; provides an online record for educators whether students have accessed that material and often incorporates audio and visual aspects that empower the disabled at the same time, to name but a few advantages. There are of course downsides to eLearning that are often expressed through the often quite legitimate insecurities of academic staff that their intellectual property is able to more easily be reproduced; that their class attendances have dwindled; that students are now simply using eLearning as a placebo for real learning which takes place in the classroom. This paper explores eLearning through grounded theory, presents a map of important key terms and provides a small sample survey to assess student attitudes to their use of Learning Management Systems.5 page(s