Phase Ⅰ trial of combination chemotherapy with gemcitabine, cisplatin, and S-1 in patients with adva

来源 :World Journal of Gastroenterology | 被引量 : 0次 | 上传用户:youzhangyale
下载到本地 , 更方便阅读
声明 : 本文档内容版权归属内容提供方 , 如果您对本文有版权争议 , 可与客服联系进行内容授权或下架
论文部分内容阅读
AIM: To evaluate the dose-limiting toxicities(DLTs)and determine the maximum-tolerated dose(MTD) and recommended dose(RD) of combination chemotherapy with gemcitabine, cisplatin and S-1 which is an oral fluoropyrimidine pro-drug in patients with advanced biliary tract cancer.METHODS: Patients with histologically or cytologically confirmed unresectable or recurrent biliary tract cancer were enrolled. The planned dose levels of gemcitabine(mg/m2), cisplatin(mg/m2), and S-1(mg/m2 per day) were as follows: level-1, 800/20/60;level 0, 800/25/60; level 1, 1000/25/60; and level 2,1000/25/80. In each cycle, gemcitabine and cisplatin were administered intravenously on days 1 and 15,and S-1 was administered orally twice daily on days 1to 7 and days 15 to 21, every 4 wk.RESULTS: Twelve patients were enrolled, and level0 was chosen as the starting dose. None of the first three patients had DLTs at level 0, and the dose was escalated to level 1. One of six patients had DLTs(grade 4 febrile neutropenia, leucopenia, and neutropenia; grade 3 thrombocytopenia) at level 1.We then proceeded to level 2. None of three patients had DLTs during the first cycle. Although the MTD was not determined, level 2 was designated at the RD for a subsequent phase Ⅱ study.CONCLUSION: The RD was defined as gemcitabine1000 mg/m2(days 1, 15), cisplatin 25 mg/m2(days1, 15), and S-1 80 mg/m2 per day(days 1-7, 15-21),every 4 weeks. A phase Ⅱ study is planned to evaluate the effectiveness of combination chemotherapy withgemcitabine, cisplatin, and S-1 in advanced biliary tract cancer. AIM: To evaluate the dose-limiting toxicities (DLTs) and determine the maximum-tolerated dose (MTD) and recommended dose (RD) of combination chemotherapy with gemcitabine, cisplatin and S-1 which is an oral fluoropyrimidine pro-drug in patients with Advanced biliary tract cancer. METHODS: Patients with histologically or cytologically confirmed unresectable or recurrent biliary tract cancer were enrolled. The planned dose levels of gemcitabine (mg / m2), cisplatin (mg / m2), and S-1 day) were as follows: level-1, 800/20/60; level 0, 800/25/60; level 1, 1000/25/60; and level 2, 1000/25/80. In each cycle, gemcitabine and cisplatin were administered intravenously on days 1 and 15, and S-1 was o orated twice daily on days 1to 7 and days 15 to 21, every 4 wk .RESULTS: Twelve patients were enrolled, and level 0 was chosen as the starting dose. None of the first three patients had DLTs at level 0, and the dose was escalated to level 1. One of six patients had DLTs (grade 4 febrile neutrope nia, leucopenia, and neutropenia; grade 3 thrombocytopenia) at level 1. We then proceeded to level 2. None of three patients had DLTs during the first cycle. Although the MTD was not determined, level 2 was designated at the RD for a subsequent phase II study. CONCLUSION: The RD was defined as gemcitabine 1000 mg / m2 (days 1, 15), cisplatin 25 mg / m2 days1 and 15 and S-1 80 mg / m2 per day days 1-7 -21), every 4 weeks. A phase II study is planned to evaluate the effectiveness of combination chemotherapy with gemcitabine, cisplatin, and S-1 in advanced biliary tract cancer.
其他文献
高中数学课程是以学生发展为本,落实立德树人,培养科学精神和创新意识,提升数学学科核心素养为根本任务,实现人人都能获得良好的数学教育,让不同的学生在学习中得到不同的发展。数
本文较为详尽地收集了古人对裘皮类服装的论述,并从当代人的认识层面上予以分析,旨在帮助人们提高对裘皮类服装的正确认识。 This essay collects the ancients’ elaborati
随着现代信息技术的快速发展,希沃白板作为一种先进的教学辅助手段,在小学数学教学中起到的作用越来越重要,能够推动小学数学智慧课堂的构建,激发学生的学习兴趣,提高课堂的教学效
小学数学教学要以学生为主体,从学生已有认知经验作为出发点进行教学,然后确定学习目标、内容以及教学的方式,这样才能真正地激发学生的学习兴趣,提高课堂的效率。因此以苏教版三
三线八角,既是重点,也是难点,对这一知识掌握的好与坏将直线影响到平行线判定与性质的学习。如何识别三类角?当面对一个稍微复杂的图形时,很多学生就无从下手,恐惧袭心,缴械投降。其
新课标明确提出,高中信息技术学科核心素养包括信息意识、数字化学习与创新、计算思维以及信息社会责任等。如何在教学实践中有效的落实,实现学科培养目标,是当下信息技术教师必
一直以来,在小学课程之中,数学都属于重要学科,通过数学教学能够对儿童思维能力加以有效培养,进而为其日后学习以及发展打下一个坚实基础。而在小学时期数学教学当中实施全景教学
在现阶段,教育制度的改革正在加强,初中的教育水平在提高,而新的教育形式正在出现。教师应带头学习,利用新的教学方法的优势,并在教学中更多地使用这些方法。按照对学生的长期发展
作业批改是教学工作中的一项常规工作,要改变批改方式,通过对学生作业进行个性化评价,让不同层次的学生得到不同的鼓励,促进其不断发展。
“核心素养”旨在勾勒新时代新型人才的形象,规约学校教育的方向、内容与方法。对小学生的核心素养的培养主要是人格品质和关键能力的培养。基于核心素养的课堂教学面临一系列