Progress of Statin Therapy in the Treatment of Idiopathic Pulmonary Fibrosis.

IF 1.2 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Elementary School Journal Pub Date : 2022-03-19 eCollection Date: 2022-01-01 DOI:10.1155/2022/6197219
Leiya Kou, Pei Kou, Guangwei Luo, Shuang Wei
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引用次数: 0

Abstract

Idiopathic pulmonary fibrosis (IPF) is a type of interstitial lung disease (ILD) characterized by the proliferation of fibroblasts and aberrant accumulation of extracellular matrix. These changes are accompanied by structural destruction of the lung tissue and the progressive decline of pulmonary function. In the past few decades, researchers have investigated the pathogenesis of IPF and sought a therapeutic approach for its treatment. Some studies have shown that the occurrence of IPF is related to pulmonary inflammatory injury; however, its specific etiology and pathogenesis remain unknown, and no effective treatment, with the exception of lung transplantation, has been identified yet. Several basic science and clinical studies in recent years have shown that statins, the traditional lipid-lowering drugs, exert significant antifibrotic effects, which can delay the progression of IPF and impairment of pulmonary function. This article is aimed at summarizing the current understanding of the pathogenesis of IPF, the progress of research on the use of statins in IPF models and clinical trials, and its main molecular targets.

他汀类药物治疗特发性肺纤维化的进展。
特发性肺纤维化(IPF)是一种以成纤维细胞增殖和细胞外基质异常堆积为特征的间质性肺病(ILD)。这些变化伴随着肺组织结构的破坏和肺功能的逐渐衰退。在过去几十年中,研究人员对 IPF 的发病机制进行了研究,并寻求治疗 IPF 的方法。一些研究表明,IPF 的发生与肺部炎症损伤有关,但其具体病因和发病机制仍不清楚,除肺移植外,尚未找到有效的治疗方法。近年来的一些基础科学和临床研究表明,他汀类药物作为传统的降脂药物,具有显著的抗纤维化作用,可延缓 IPF 的进展和肺功能的损害。本文旨在总结目前对 IPF 发病机制的认识、他汀类药物在 IPF 模型和临床试验中的应用研究进展及其主要分子靶点。
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来源期刊
Elementary School Journal
Elementary School Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.60
自引率
5.90%
发文量
31
期刊介绍: The Elementary School Journal has served researchers, teacher educators, and practitioners in the elementary and middle school education for over one hundred years. ESJ publishes peer-reviewed articles dealing with both education theory and research and their implications for teaching practice. In addition, ESJ presents articles that relate the latest research in child development, cognitive psychology, and sociology to school learning and teaching. ESJ prefers to publish original studies that contain data about school and classroom processes in elementary or middle schools while occasionally publishing integrative research reviews and in-depth conceptual analyses of schooling.
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