Density Functional Theory in Biology_Crimson Publishers

 Density Functional Theory in Biology by Preet Sharma in Annals of Chemical Science Research_Journal of Advanced Chemical Sciences

Abstract

The density functional theory is a very strong tool in quantum mechanics which deals with many body problems and how to solve them. We give a mini review of the very basics of the theory behind this theory in this study.

Introduction

Density functional theory was created to calculate and analyze the electronic structure of quantum and solid-state structures that are of interest in solid state physics and chemistry [1]. It is a hybrid of quantum mechanics and molecular mechanics. It utilizes quantum mechanics to describe regions of high priorities in a system. This method is usually very accurate when the right parameters are used. Additionally, DFT uses molecular mechanics force fields to describe the remaining atoms in the system [2]. This method does not need to be as accurate since it is not used on the region of focus. The improvements made to DFT during the late twentieth century have expanded its application across the disciplines of chemistry and physics. Most recently, these calculations have been used to describe biological molecules. However, even the simplest biological molecules tend to be large compared to those studied in physical science. Therefore, the computational cost would be exuberant if other Ab inito methods were used. DFT can be applied to these large systems because it offers a good balance between accuracy and computational cost.

The foundation of DFT was established by Hohenberg [1] & Kohn [2]. Their theorem states that the ground state energy, which can be found using the Schrodinger’s equation, is a unique functional of the electron density. Additionally, the ground state energy of the system can be obtained by minimizing the energy of the system according to the electron density. This provides an appealing and more versatile alternative, as it provides a way to systematically map the many-body problem. DFT takes into consideration the various interactions in the system. The exchange energy and the correlation energy of the system tends to be difficult to calculate and interpret. Therefore, DFT a powerful analytical tool is able to create approximate predictions of these terms and contributes to a more accurate ground state energy term. The problems of DFT are continually studied. The use of more parametrized density functionals have also been used to solve existing problems.

Application of Density Functional Theory in Biology

Very recently, the density functional theory has been useful in applications to complex biological systems [3]. For example, before an enzyme binds to it substrate there is an energy associated with its natural state. There is also a different energy term that is associated when the enzyme binds to its substrate and one when it releases the substrate. By applying DFT to each state of the system, the different energy terms can be determined. Therefore, this is the first step in understanding the energetics of protein systems. If the high priority regions of a protein are selected and coupled with DFT application to various states, it is possible to determine the difference in energy of a functioning and misfolding protein. Subsequently, it may be possible to determine the site of protein misfolding which is useful for the study of tumor growth research. There are many situations in which the density functional theory can be applied. There are several reasons for introducing density functional theory to understand complex systems in biology. We need to understand how the interatomic interactions play a role and how we can model it more accurately rather than the force field scenario [3]. The main reason is that there are many interactions happening simultaneously in a biological system which have to be modelled together.

Fundamental Aspects of Density Functional Theory

The basics of density functional theory use the interactions between systems using applications of the following theory [4]:

Schrodinger Equation

For a many-electron system the many-body Schrodinger equation is given as,

The kinetic energies are given by,

and the potential energies are given by,

\

Basics of Kohn-Sham theory

This theory says to replace the original many-body problem with an independent electron problem so that it can be solved. Only the ground state density and the ground state energy are required to be the same as in the original many-body problem.

Conclusion

This methodology has been regularly applied in physics and chemistry. Since complex biological systems have many interactions happening simultaneously so the density functional theory is a very strong tool to explore.

Acknowledgment

One of the authors, Phelecia Scotland gratefully acknowledges the financial support of the Robert Welch Foundation (Grant #A0 - 0001).

References

1. Hohenberg P, Kohn W (1964) Inhomogeneous electron gas. Phys Rev 136: B864.
2. Kohn W, Sham LJ (1965) Self-consistent equations including exchange and correlation effects. Phys Rev 140: A1133.
3. Andreoni W, Curioni A, Mordasini T (2001) Dft-based molecular dynamics as a new tool for computational biology: First applications and perspective. IBM Journal of Research and Development 45(3-4): 397-407.
4. http://helper.ipam.ucla.edu/publications/maws3/maws3 5873.pdf

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Veterinary Education in the Role of Geometric Imagination in Imagen-Ology: Three-Dimensional Mental Configurations of Two-Dimensional Radiologic Plates_Crimson publishers

 Veterinary Education in the Role of Geometric Imagination in Imagen-Ology: Three-Dimensional Mental Configurations of Two-Dimensional Radiologic Plates by Rodríguez Salazar LM in Orthoplastic Surgery & Orthopedic Care International Journal_Orthoplastic Surgery and Orthopedic Care International Journal

Abstract

The mains aim of our research group in epistemology of imagination-a theoretical proposal by the first author of this paper, is shift the veterinary education in imagen-ology, grounded in the representation of anatomical structures to be interpreted by students, toward cognitive actions by means of which students can constructs their own representations. In short, move from representations for student’s interpretation, toward cognitive representative actions in which the students construct the radiologic plates. Our proposal for the construction of representative actions entails the imagination of actions grounded in geometric think, the representative actions must be grounded in imaginary actions, then, we change the concept of imaging in radiology, for imagen-ology in imagination.

Keywords: Veterinary; Education; Epistemology; Imagination; Imagen ology; Radiology; Geometric think; Geometric imagination; Mental configurations

Introduction

The role of geometric think is the construction of mental configurations of geometric images of anatomical structures of the animal body serving for the spatial location, as well as for the establish their relationships with the different regions and cavities of animal’s body. Hence, the aim goal of education is to encourage the process for which the student can imagine the things that he cannot see. In anatomy, by means of the dissection, the student can see structures like muscles, bones and the organs of the body, but in a living animal, he cannot see it. Then, the role of geometric imagination in imagen-ology is the construction of three dimensional mental configurations due that animal anatomy is three-dimensional, and the radiologic plates are two-dimensional. We need mental constructions of three-dimensional representaction of the radiological plates as near as possible to our three dimensional configuration achieved throughout imagine-action.

Epistemology of imagination in imagen-ology by radiology

In radiology, the proposal of the epistemology of imagination is the construction of three-dimensional (3D) mental images by mean of two-dimensional (2D) image of the radiologic plates, passing from the interpretation of radiologic plates, to the construction of them by the students. We need then give to students the technical and theoretical foundations about the construction of radiologic plates, in which is recorded the shadow of the anatomical structure of the body. From epistemological point of view, this process takes us to remind the allegory of Plato´s Cave in which the people watch shadows of men and animals projected in a wall, used by Plato to compare the effect of education and the lack of it in our nature.

The epistemology of imagen-ology in Veterinary, understood as the relationship between student as subject and animal as object. The X-ray that go across the structures of animal with less impediment, is recorded in radiologic plate as radiolucent or black areas, while the areas that are not reached by X-ray show up as opaque or white areas [1,2]. So, what we observe in a radiologic plate is the shadow of the object structures reached by the X-ray, in analogy with the shadows by effect of the sunlight, as too in the allegory of Plato´s Cave, as can be observed in panel A of the Figure 1.

Figure 1:Shadows projected by sunlight (visible light) and X-rays (outside the spectrum of visible light).

For the creation of radiographs, it is necessary to play with the X-ray beam so that it penetrates in a certain direction and thus obtain a two-dimensional image, based on knowledge of the anatomy, creating the shadow left by each of the structures. Because the anatomical structures are three-dimensional, at least two orthogonal radiographic images corresponding to the X and Y Cartesian planes are required, which, when combined, allow us to mentally construct the three-dimensional configuration of the anatomical structure learned in the dissections. Even, in some cases, we can play with the direction of the rays and make oblique shots, which will generate a more complete three-dimensional mental image and not overlook any structure that overlaps with others by having only a two-dimensional plane X and Y obtained.

Geometric imagination in radiology by teaching of medical imagen-ology

In a recent work of our research group [3], reference was made to the role that geometric thought plays in the imaginary mental configuration of histological structures, as well as their relationships, with the Cartesian coordinates X and Y coming into play, which for three-dimensionality the Z-axis is also considered. As already mentioned, the images obtained by X-rays are twodimensional shadows generated when projecting the X-ray beam to specimen. A three-dimensional mental configuration based on a system of axes is required, of the X, Y and Z coordinates represented in Figure 2, to obtain at least two orthogonal radiographs for threedimensionality. This way, the X axis goes from left to right, the Y axis from bottom to top and the Z axis from back to front [4]. Applying this in the abdominal cavity, in a lateral radiograph, Figure 3, the X axis would be long, from cranial to caudal, the Y axis would be wide, from ventral to dorsal, and the Z axis would be thickness from side to side of the cavity. Now, in a ventro-dorsal (VD) radiograph shown in Figure 4, the X axis is from side to side, the Y is caudal to cranial and the Z is from dorsal to ventral. Then, the positions are calculated by measuring the lateral position, height and depth for our spatial location.

Figure 2:X, Y and Z axis system.

Figure 3:SX, Y and Z axis system applied to L abdominal radiograph.

Figure 4:X, Y, Z axis system applied to a VD abdominal radiograph.

From the epistemology of the imagination and with the topographical approach, we can say that, within the cavities, the anatomical location of each structure or organ, as well as its relationships, is studied, taking this geometric thought to the areas of topographic anatomy. The student must understand the relationships, cranial, caudal, dorsal, ventral and lateral. In this way, having the mental configuration of the anatomical organization inside the cavities, supported by the geometric thought and using the three axes as mentioned, can be represented with some accuracy the place in the space in which each are located organs and their relationships. This imaginary configuration through geometrical thinking will allow the student to decide how to place the patient and what projection would give the X-ray beam to obtain the required radiographs and move from the interpretation of what is represented on the plates, to representations created by the own actions of the students. Transform representations into representactions, where the imagination turns into imaginary-actions.

Imagine-actions and represent-actions in tridimensional mental configurations in radiology

The proposal of the epistemology of imagination is that mental imaginary configurations becomes in real images in imagen-ology, throughout the imagination of actions that we call imagine-actions. A practical example of this proposal is the mental configuration of organ location and their relationship with other organs contained in the abdominal cavity of the dog-especially gastrointestinal, taking into account their tridimensional structure grounded in anatomy previous knowledge, in order to locate, for example, ingested bodies, common in them. Thus, we know that the cecum and ascending colon are to the right of the median plane of the abdominal cavity and the descending colon is to the left, both connected with the transverse colon that goes from right to left [5-7]. Considering the nomenclature used to designate the radiographic images, in the LD projection in the abdominal cavity, despite the contrast medium applied -barium enema, cecum and ascendant colon cannot be distinguished of descendent colon, since these overlaps.

So, we don’t know where an injury or a foreign body could be, if in the cecum, descending colon or ascending colon. Regarding the transverse colon [3] its travel from one side to another is not appreciated. For this, taking into account the technical recommendation of the orthogonal shots (having two shots in 90 c), in the VD projection of the abdomen and with the use of contrast medium, all its parts could be clearly distinguished: cecum, ascending colon, transverse colon and descending colon, whose numbering is equal to panel A. In addition, it would be possible to accurately determine its anatomical situation within the cavity and, therefore, where the possible injury could be.

One might think that with the VD projection it would be sufficient for this study of the large intestine, but this is not the case, since with this projection the location of the colon and rectum [5] in the dorsal to ventral direction could not be specified, as can be seen in Figure 4 is located at a medium height, discarding some constipation where the descending colon changes its position, with a displacement towards the ventral or an inflammation of lympho-nodes, among other anomalies. With the imagine-actions, it is possible to carry out in an appropriate way all the steps to follow for taking a radiographic plate, whatever the case, from how to place the patient (position), the intensity of the X-rays, time of exposure, X ray beam projection (alignment) and development process. In this way, all the actions carried out to create the representation of the reality expressed in the radiographic plates as it represents-actions [8], will have their origin in the imaginary action of the student or imagine-actions and would be guided by the exercise of the geometric thought, within the framework of the epistemology of the imagination. The names of the structures and organs mentioned in this work are based on the Nomina Anatomica Veterinaria [9].

Acknowledgement

Project SIP: 20180338

Project PIAPIME ID 2.11.09.18 FES Cuautitlán UNAM.

Project DGAPA-UNAM PAPIME PE 205717.

References

1. Thrall DE (2003) Manual de diagnóstico radiológico veterinario. (4th edn), Elsevier, Barcelona, Spain.
2. Muhlbauer MC, Kneller SK (2013) Radiography of the dog and cat: Guide to making and interpreting radiographs. (1st edn), Wiley-Blackwell, USA.
3. Oliver González MR, García Tovar CG, Soto Zárate CI, Garrido Fariña G, Rodríguez Salazar LM (2017) Epistemología de la imaginación: el pensamiento geométrico en la enseñanza de la anatomía y la histología. Lat Am J Sci Educ 22115.
4. Garrosa S (1998) El concepto de dimensión. Los ejes XYZ.
5. Pérez SAP (2007) Atlas de anatomía radiográfica: órganos digestivos abdominales y tránsito gastrointestinal en perro adulto (Canis familiaris). Tesis profesional. FES-Cuautitlán UNAM.
6. Rodríguez SLM (2015) Epistemología de la Imaginación: el trabajo experimental de Ørsted. Corinter (Ed.), Capítulo, México, p. 5.
7. Evans HCE, de Lahunta A (2013) Miller’s Anatomy of the Dog, (4th edn), Elsevier Saunders, USA.
8. Oliver GRS (2017) Epistemología aplicada a las ciencias biológicas básicas. 3er Congreso de Ciencia, Educación y Tecnología, Facultad de Estudios Superiores Cuautitlán (FES-C) UNAM.
9. Gasse H (2012) Nomina anatomica veterinaria. International Committee on Veterinary Gross Anatomical Nomenclature. (5th edn), Editorial Committee, Hannover, Germany.

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Do We Need Exam Blueprinting to Validate the Anatomy Exams?_Crimson Publishers

Do We Need Exam Blueprinting to Validate the Anatomy Exams? by Aziz J in  Open Access Research in Anatomy_Journal of Anatomy

Opinion

Anatomy is a big science with multitasking assessments including written, practical, labelling or even oral exams. The learning outcomes for each anatomy paper in the medical colleges are different based on the graduate profile and the specialty for the graduates. For instance, medical imaging students are not medical doctors but medical radiation technologists working as a radiographer and should have a basic understanding of human anatomy. On the other hand, they need comprehensive anatomical details in particular regions of the body e.g. musculoskeletal, cardiovascular, and gastrointestinal and nervous systems. Therefore, creating an anatomy exam for such types of students should consider these systems as top priority while the other systems have less weighting during exam construction. From my perspective on teaching anatomy across different students’ discipline i.e. medical and paramedical, I can confirm that there is a great value to have an exam proposal to validate the exam. Increase the students’ performance and decrease the students’ retention rate.

The test development process includes an overall plan, content definition, and test specification. The overall plan of an assessment will then include the identification of the target group, and the purpose of the exam such as selection, classification, placement, diagnosis or certification. Furthermore, the details of the test design, assembly and production, administration, scoring, standard setting, reporting results, item banking, post hoc analysis and logistic requirements must all be decided [1]. Once the purpose of the test is identified then the most crucial step in the development of a test is to ensure that the test should measure what it is supposed to measure, known as the test validity. Constructing a test blueprint enables stakeholders to have a bigger picture of the exam and determine the relative weights of individual content [2].

Herman [3] pointed out that “People [students] perform better when they know the goal, see models, know-how their performance compares to the standard”. The basic purpose of all tests is discrimination (to distinguish the level of aptitude, abilities, and skills among the test takers) regardless of the way how the test was constructed or conducted.

“It is said that ‘assessment is the tail that wags the curriculum dog.’ While this statement amply underscores the importance of assessment in any system of education, it also cautions us about the pitfalls that can occur when the assessment is improperly used [4].”

When we speak to undergraduate medical students after the examinations, not infrequently we hear them complaining in theory examinations that - Too lengthy paper, time was not enough to write; All questions were from few topics only! No questions from many other topics; Questions were too vague, what to write? What to cut? Long questions were bouncers! They have not taught these. And in practical examinations we hear them complaining that - I had never seen this case before; Most of the theory questions, long case, short case, and MCQ questions, all were from one/ few systems only. This happens because, in the traditional assessment system in most medical colleges, the question paper is set by one teacher/examiner with or without an unrenewable question bank. Also, the practical examinations are conducted by some other teacher, without any coordination and are not aligned to objectives (most of the time) [5]. Often, the content of what to assess is left to the decision of the examiners.

Moreover, the examiner/teacher imparts instruction according to what “she/he thinks is appropriate or important.” The assessment needs to be valid. Validity is a requirement of every assessment and implies that candidates for achieving the minimum performance level have acquired the level of competence set out in the learning objectives [3]. The validity that relates to measurements of academic achievement is content validity. The content of the assessment is said to be valid when it is congruent with the objectives and learning experiences, and congruence between these pillars of education can be facilitated by using blueprinting in the assessment [3].

In simple terms, blueprint links assessment to learning objectives. It also indicates the marks carried by each question. It is useful to prepare a blueprint so that the faculty who sets the question paper knows which question will test which objective, which content unit and how many marks it would carry [6].

References

1. Hochlehnert A, Brass K, Möltner A, Schultz JH, Norcini J, et al. (2012) Good exams made easy: The item management system for multiple examination formats. BMC Med Educ 12: 63.
2. Downing SM (2006) Twelve steps for effective test development. In: Downing SM, Haladyna TM (Eds.), Handbook of test development. Mahwah NJ. Lawrence Erlbaum Associates, New Jersey, United States, pp. 3-25.
3. Herman JL (1992) A practical guide to alternative assessment. Association for Supervision and Curriculum Development. Alexandria, Egypt.
4. Adkoli B, Deepak KK (2012) Blue printing in assessment. In: Anshu ST (Ed.), Principles of assessment in medical education. Jaypee Publishers, New Delhi, India, pp: 205‑213.
5. Sunita YP, Nayana KH, Bhagyashri RH (2014) Blueprinting in assessment: How much is imprinted in our practice? J Educ Res Med Teach 2: 4‑6.
6. Hamdy H (2007) Blueprinting in medical education. N Engl J Med 356: 387‑395.

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Docetaxel-Induced Supravenous Serpentine Dermatitis: A Case Report_ Crimson Publishers

 Docetaxel-Induced Supravenous Serpentine Dermatitis: A Case Report by Nazia Hossain* in Advancements in Case Studies _ Journal of Case Studies

 

Abstract
Background: Supra-venous serpentine dermatitis is a rare and self-limited cutaneous reaction to various chemotherapeutic agents.

Case presentation: We describe a case of supra-venous serpentine dermatitis triggered by docetaxel in a middle-aged female patient who received chemotherapy for triple negative breast cancer. Lesions affected the chest, neck, and the arm that was used to infuse docetaxel. The diagnosis was based on skin biopsy results showing pathology consistent with an interface dermatitis. The patient was treated with oral and topical glucocorticoids. Her second cycle of chemotherapy was infused at a slower rate, preceded and followed by boluses of normal saline. Her acute reaction resolved after 2 weeks and she tolerated her second cycle of docetaxel-cyclophosphamide without issues.

Conclusion: Oncologists and dermatologists should be aware of this potentially alarming reaction to docetaxel and other chemotherapeutic agents because adjustments to therapy are unnecessary and may result in undue harm as a result of suboptimal cancer treatment.

Keywords: Docetaxel; Supra-venous; Dermatitis; Cutaneous; Toxicity; Chemotherapy; Breast cancer

Abbreviations: ED: Emergency Department; HSV: Herpes Simplex Virus; PCR: Polymerase Chain Reaction; VZV: Varicella Zoster Virus

Introduction

Docetaxel is a taxane chemotherapy used to treat a variety of malignancies, including those of the breast and prostate [1,2]. It promotes stabilization of microtubules to inhibit cell division and promote apoptosis. Possible adverse effects can affect almost every organ including those of the cardiovascular, respiratory, gastrointestinal, nervous, and immune systems [3]. Cutaneous reactions are particularly common [4]. We describe a case of docetaxel-induced supra-venous serpentine dermatitis, which is a potentially alarming interface dermatitis with few case reports in the literature [5-11].

Case Presentation

A 61-year-old female presented to the emergency department (ED) with a one-day history of fever (temperature 38 degrees Celsius) and a two-day history of painless, nonpruritic vesicles on her right breast. Her past medical history was remarkable for a recent diagnosis of stage pT1cN0 triple negative breast cancer. She underwent lumpectomy and sentinel lymph node biopsy and had her first cycle of adjuvant chemotherapy with docetaxel and cyclophosphamide 5 days prior to her presentation to the ED. She had no other medical conditions and took no regular medications, vitamins, or supplements. She had no known drug allergies. Social and family histories were non-contributory. On dermatologic examination, she had two well-demarcated erythematous plaques studded with superficial papulovesicles on her right breast. She also had a number of small edematous and erythematous papules in a linear pattern on the central chest (Figure 1a). Swabs were collected for HSV/VZV PCR. She was initiated empirically on intravenous acyclovir.

The next day, she developed similar lesions on her anterior and posterior neck (Figure 1b). In addition, she developed a cutaneous eruption on her left arm with an entirely different morphology from the vesicular lesions described. The eruption on her left arm was characterized by a dusky erythematous serpiginous plaque with prominent venous accentuation (Figure 1c). This was the same arm that had been used to infuse her chemotherapy one week prior. Over the next few days, the left arm eruption became more hypertrophic (Figure 1d). The patient also described marked pruritus in the area. All of the patient’s cutaneous symptoms were managed conservatively with acetaminophen and diphenhydramine. HSV/ VZV PCR was negative, so acyclovir was discontinued. Blood and urine cultures also remained negative. A 3mm punch biopsy was taken from the thickest part of the lesion on her arm. Pathology findings showed a lichenoid interface dermatitis with scattered eosinophils. Given the clinical context, the histological findings were consistent with docetaxel-induced supra-venous serpentine dermatitis.

The patient was discharged home with a prescription for a seven-day course of oral prednisone 20mg, as well as betamethasone valerate 0.1% cream applied to the affected areas twice daily for 14 days. After two weeks, she was seen in follow-up by her medical oncologist for consideration of her second cycle of docetaxel and cyclophosphamide. Her lesions had improved remarkably (Figure 2). Her second cycle of chemotherapy was infused at a slower rate and she was administered 250mL of intravenous normal saline before, as well as 500mL after, her chemotherapy. She was also given a three-day prescription for oral dexamethasone 2mg twice daily to be taken after her chemotherapy. She tolerated her second cycle well with no adverse events. Despite the resolution of her initial eruption, post inflammatory pigmentation remains in the areas affected. This is a finding seen following many inflammatory conditions including almost all interface dermatitides, especially in skin of coloured patients [12]. Damage to the basal cell layer of the epidermis where melanocytes are present leads to melanin pigment being released into the dermis. The resulting hyperpigmentation may take years to resolve completely. Avoidance of ultraviolet radiation and regular use of sunscreen can help to speed recovery.

DiscussionGo to

Supra-venous serpentine dermatitis is a rare cutaneous adverse reaction to irritant medications or chemicals that are infused intravenously. Few case reports are available in the literature of similar phenomena caused by chemotherapeutic agents such as carboplatin, vinorelbine [5], docetaxel [6-9] and anti-tumour necrosis factor-alpha [10]. Lesions are described as erythematous macules or purpuric papules that typically develop 24 hours to 15 days after exposure. The exact mechanism of toxicity remains unclear. It is hypothesized that irritant chemicals cause direct cytotoxic injury to the vascular endothelium and, in turn, the dermal and epidermal layers as well as keratinocytes and melanocytes. Pathological findings are generally reported to show hyperkeratosis, acanthosis, focal spongiosis, necrotic keratinocytes, melano-phages, and an interface dermatitis with marked vacuolar degeneration of the basal cell layer. The presence of a perivascular inflammatory infiltrate extending to the deep dermis has also been reported [6,10] (Figure 3).

Supravenous serpentine dermatitis is a self-limited reaction and typically resolves in several weeks to months. However, patients may have residual hyperpigmentation of the affected skin. The acute eruption can be managed with a medium-potency topical steroid with or without oral glucocorticoids. Importantly, there is no indication to discontinue or decrease the dose of the offending agent [5-7]. In order to prevent the reaction with subsequent exposures, intravenous medications should be infused at a slower rate with boluses of normal saline before and after to wash out any toxic metabolites from blood vessels. During long infusion sessions, central access is preferred over peripheral access. Cold compresses can be applied over the site of infusion to cause venous constriction and degradation of metabolites. In addition, compresses can be used during the acute reaction to decrease pain and inflammation [5-7].

Conclusion
Supravenous serpentine dermatitis is a rare cutaneous drug eruption secondary to irritant intravenous medications. The acute reaction is managed with topical and oral glucocorticoids. There is no indication to discontinue or adjust the dose of the offending agent. Preventative strategies include using slower infusion rates and infusing boluses of normal saline before and after the drug. Knowledge of this adverse event and its management allowed our patient to continue first line therapy for her malignancy.

References

1. Lyseng-Williamson KA, Fenton C (2005) Docetaxel: A review of its use in metastatic breast cancer. Drugs 65(17): 2513-2531.
2. Basch E, Loblaw DA, Oliver TK, Carducci M, Chen RC, et al. (2014) Systemic therapy in men with metastatic castration-resistant prostate cancer: American Society of Clinical Oncology and Cancer Care Ontario clinical practice guideline. J Clin Oncol 32(30): 3436-3448.
3. Ho MY, Mackey JR (2014) Presentation and management of docetaxel-related adverse effects in patients with breast cancer. Cancer Manag and Res 6: 253-259.
4. Sibaud V, Loboeuf NR, Roche H, Belum VR, Gladieff L, et al. (2016) Dermatological adverse events with taxane chemotherapy. Eur J Dermatol 26(5): 427-443.
5. Akyurek FT, Sari N, Ugurluoglu C, Kurtipek GS (2019) Serpentine supra-venous hyperpigmentation related to carboplatin and vinorelbine chemotherapy: A case report. Dermatol Ther 32(4): e12981.
6. Aydogan I, Kavak A, Parlak AH, Alper M, Annakkaya AN, et al. (2005) Persistent serpentine supravenous hyperpigmented eruption associated with docetaxel. J Eur Acad Dermatol Venereol 19(3): 345-347.
7. Kamei H, Yano T, Kiura K, Umemura S, Yamane H, et al. (2009) A case of persistent serpentine supravenous hyperpigmented eruption associated with docetaxel. Lung Cancer 49(2): 198-201.
8. Chaiyakul S (2018) Docetaxel-induced supravenous serpentine dermatitis: A case report and literature review. J Med Assoc Thai 101: 1297-301.
9. Fernandes KAP, Felix PAO (2015) Persistent docetaxel-induced supravenous erythematous eruption. An Bras Dermatol 90(5): 728-730.
10. Garcovich S, Burlando M, Rongioletti F, Garcovich A, Parodi A, et al. (2009) Cutaneous drug eruption with an interface dermatitis pattern due to anti-tumour necrosis factor-alpha agents: A relevant class-effect. Acta Dermatol Venereol 90(3): 311-312.
11. Spencer HJ (1984) Local erythema multiforme-like drug reaction following intravenous mitomycin C and 5-fluorouracil. J Surg Oncol 26(1): 47-50.

Davis EC, Callender VD (2010) Post-inflammatory hyperpigmentation: A review of the epidemiology, clinical features, and treatment options in skin of color. J Clin Aesthet Dermatol 3(7): 20-31.

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