By: Neda Pirouzmand
The university has banned the consumption of cannabis on campus, but the McMaster Centre for Continuing Education, Peter Boris Centre for Addictions Research and Michael G. DeGroote Centre for Medical Cannabis Research have combined efforts to pilot a new “Science of Cannabis” program.
Science of cannabis is going to be a three-course program that will meet the needs of health and community professionals, educators, civil servants and individuals with personal interest.
The first course of the program, Fundamentals of Cannabis Science, begins on May 13 and will run until July 21.
Lorraine Carter, director of the CCE, emphasized the evidence-based nature and relevance of the program.
“The fundamentals course is an important introduction to the general history and science of cannabis, and sets the stage for subsequent courses focused on therapeutic interventions and the risks associated with cannabis use,” said Carter. “In all, grounded in contemporary evidence and delivered by McMaster’s leading experts in cannabis research, the program is an exceptional learning opportunity.”
Michael Amlung, assistant professor in the department of psychiatry and behavioural neurosciences at Mcmaster, will be teaching the “Fundamentals of Cannabis Science” course.
As a faculty scientist, his research focuses on cannabis misuse.
Carter saw a perfect opportunity to partner with James MacKillop, director of the PBCAR and co-director of the DeGroote Centre for Medical Cannabis Research, in the creation of the program.
“The CCE is always looking for program ideas that are timely and relevant to adult, undergraduate and graduate students,” said Carter. “With the legalization of cannabis this past October and awareness of the exceptional research in cannabis happening here at McMaster University, the chance to partner with Dr. McKillop’s research team was a natural partnership.”
The CCE offers flexible workshops and courses for students to build upon past skills, obtain a professional designation or pursue new learning opportunities.
These include crisis and mental health training, data analytics and web design.
According to Carter, despite its smoking ban, McMaster should consider pursuing programs similar to science of cannabis in its future.
“More and more students are looking for programs in specific topics and skills areas. Programs that are shorter than a degree such as a three-course certificate and that are offered online are especially appealing,” he said.
Carter explains that online courses garner over 80 per cent of enrollment in the realm of continuing education.
“The accessibility and flexibility of online courses is something that today’s learners value a great deal,” said Carter.
McMaster is following closely behind the heels of the University of Ottawa and Ryerson University in the timely introduction of cannabis-focused education.
Ryerson University launched a cannabis course called “The Business of Cannabis” last year and the University of Ottawa was the first Canadian law school to offer cannabis law courses for the 2018-2019 academic year.
Class sizes for the “Fundamentals of Cannabis Science” are limited and the second course of the program has yet to be revealed.
Depending on its success, the science of cannabis program may add more courses and update content as cannabis news and research develops.
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By: Jenna Tziatis, Marketing Assistant, McMaster University Continuing Education
In today’s tough job market a degree alone may not be enough to get you the job or promotion that you’re looking for. Employer expectations are higher and are expecting more than the knowledge that comes with a degree. They are also scrutinizing candidates based on their enhanced skill-sets and experience to ensure they are hiring someone who will fit and integrate into their business and culture with the least disruption.
Savvy students are realizing this trend and responding by upskilling themselves to ensure that they stand out in the employment crowd and that their resume rises to the top of the pile. If you’re thinking about getting ahead, McMaster Continuing Education offers a variety of learning options from diplomas and certificates to micro learning options. Whether your focus is in the field of business, health or professional development, there are many to choose from:
To make it easier for Mac students, McMaster Continuing Education offers a faster route to get you ahead with Degree + Diploma. This opportunity allows you to earn a diploma or certificate while you work toward your degree. You can use your elective credits in your current program of study toward a diploma or certificate with Continuing Education, allowing you to gain your qualifications faster. This opportunity is gaining popularity among Mac students and can be easily set up by contacting your Academic Advisor.
If you’re not ready to jump straight into getting a diploma or certificate you can always try one of McMaster Continuing Education professional development courses or attend our upcoming free Business Entrepreneur Series micro learning session that is running in spring. It’s a great way to gain valuable and recognized skills in a condensed learning format. To attend this series you can sign up at mcmastercce.ca/events/free-business-entrepreneurship-series
Regardless of what you decide, by recognizing the demands of today’s job market and being proactive to acquire the skills that businesses are looking for will make you more visible and appealing to employers. Continuing Education will give you that competitive edge to get ahead and land that job you’re looking for.
To learn more about these valuable learning options visit www.mcmastercce.ca
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A record 79 candidates were vying for a position on the McMaster Students Union Student Representative Assembly general elections, which ended last Monday.
Seventy-nine candidates competed for 31 SRA seats across all faculties, the highest number ever.
Last year, there were just 41 candidates running for 31 seats. Two years ago, there were 50 candidates.
The highest number of candidates came from the SRA science and SRA social science faculties.
Twenty-five candidates ran for seven seats for science, while 16 candidates ran for five seats in social science.
In 2018, there were just nine and five candidates for the science and social science faculties.
Candidate turnout was higher than last year for other faculties as well.
SRA commerce had eight candidates running for four seats this year compared to five candidates last year, and the arts and science faculty had four nominees running for one seat compared to one nominee last year.
Voter turnout was markedly high as well. Twenty per cent of undergraduate students, or a total of 4283, voted in the SRA generals election, a dramatic increase from last year’s election, which saw 1064 voters.
Several current SRA members and winning candidates attributed the increase in candidate turnout to more effective advertising from the McMaster Student Union elections department this year, made up of chief returning officer Uwais Patel and deputy returning officer Emily Yang.
“This year, the CRO and DRO did a really good job in doing outreach. It was a lot of promotion, and it was faculty-specific promotion as well,” said Tasneem Warwani, current SRA arts and science representative.
“I think what they did really well was reach out to SRA members to ensure that they were reaching out to their constituents,” said Devin Roshan, current SRA health sciences representative.
One new initiative the elections team took on this year was sending faculty-specific emails directly to students to remind them of nomination deadlines and how many seats were available.
“On the MSU pages, social media-wise, I saw more promotion about it,” said third-year social sciences student Allie Kampan, who won an SRA seat. “More people were aware of it this year.”
Some faculties also tried to host more faculty-specific events encouraging students to run. For example, the social science caucus ran an event where they handed out nomination forms.
“I think the SRA reps made it more approachable this year,” Kampman said. “There’s a stigma around a lot of MSU things, specifically SRA, which is that it’s unapproachable.”
Roshan pointed out that increased turnout also comes from regular efforts through the year to educate students on issues and what the SRA is doing.
The health sciences election this year featured eight candidates for two positions, building off seven candidates last year after just two in 2017.
Students entering post-secondary education may also be becoming more interested in politics.
“Looking at the first years specifically, in my interactions I’ve had with them, they’re very passionate about getting involved,” Warwani said.
First year council elections this year featured a record high of 54 candidates running for sixteen positions.
Not all faculties saw a rise in candidate turnout. Humanities had only three nominees, meaning all three available seats were acclaimed. There were just two nursing nominees for one seat and four kinesiology nominees for two seats. SRA engineering also had just eight candidates for six available seats.
All of these faculties have struggled to put forth nominees in recent years, with seats often being acclaimed.
According to incoming SRA engineering representative Hawk Yang, one possible reason for the typically low candidate turnout is that the engineering faculty has a prominent engineering society, which often overshadows SRA engineering initiatives.
Nonetheless, as evidenced by the SRA statistics, the MSU is still seeing refreshingly high interest in student government this year.
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By: Neda Pirouzmand
Abeer Siddiqui, McMaster’s librarian and adjunct lecturer for the school of interdisciplinary science, partnered with Steel City Stories to create “Science: an evening of true, personal stories about science,” an event held on March 12 featuring personal stories told by STEM professionals to community members.
Hamilton storyteller Lisa Hunt, a member of the Steel City Stories Planning Committee, met Siddiqui through the LIFESCI 4L03 course. This new course was designed and implemented just this past fall by Siddiqui and her co-instructor.
Hunt introduced students to the art of oral storytelling through a guest lecture and provided feedback to students in the class.
Speakers at the story-telling event last week included Roopali Chaudhary, the owner of a cake business called (C6H12O6)^3. Her first order came from the McMaster’s biology department. Chaudhary made them a Madagascar hissing cockroach cake for a retiring entomologist who supposedly loved the insect.
The department of biology now commonly orders cakes from her online business.
Chaudhary promotes her creations by bringing awareness to the importance of communication in science. Her passion is driven by a goal to combine art and science in an edible form.
The story she shared revealed the path that led her to where she is today.
“My story was inspired by a critical moment in my life as a post-doc that completely changed how I viewed science as a whole,” said Chaudhary. “It led me to quit my research position, but also allowed me continue doing everything I loved about science without organizational constraints that had been holding me back. Now I get to bake cakes too, and I am happy.”
Rodrigo Narro Perez shared his story of immigrating to Canada at a young age. He highlighted the first decade of his rocky journey to learn English and integrate with Canadian culture.
“My first day of school is vivid in my mind. My parents decided to enroll me in primary school just three days after arriving in the frigid cold of Canada’s November,” said Perez. “When they introduced me to my teacher Ms. Smith, I did what every good Peruvian boy would do and I tried to kiss her on the cheek. I will never forgive my parents.”
As a sessional instructor for McMaster’s school of geography and earth sciences, Perez piloted a field course to bring 10 McMaster students to his home of Peru. As the liaison between two countries, he is responsible for the translation of documents and conversations crucial to his research on the retreat of South American glaciers.
“The fact that my two homes are collaborating in the pursuit of greater knowledge is extremely meaningful to me. I have fully embraced that Peru and Canada are a part of me, not one is more and not one is less,” he said.
McMaster university librarians built on their momentum from the story-telling event and continued to celebrate contributions to STEM by by giving away about 3,000 pies in H.G. Thode Library, Hamilton Hall and Mills Memorial Library for Pi day.
On April 24, an open house will give students a first-hand look at iconic scientific texts, dating from the 12th century to present day.
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By: Maryanne Oketch
One of the reasons I chose to enrol at McMaster University was for the diversity that the school claimed to offer. Coming from a predominantly white secondary school, I was excited to attend a new school. I was hopeful that I would make connections within my program and maybe gain a support system consisting of people that could relate to the experience of being Black in academia.
When I entered the integrated science program in 2016, I was disheartened to realize that in my year of entry, I was the only student in my program that was Black, alongside two other individuals with mixed backgrounds. Within the week, this dropped to two, as one person switched out. Within the month, it then became clear that the two of us were not just the only Black students in our year, but in the whole four-year program.
This lack of Black peers created a feeling that I had to be the best of the best, and when I couldn’t reach that goal, I would withdraw rather than reaching out. This caused damage to my grades, reputation and relationships with my peers.
It is a well-known fact that there is a disparity between the Black population and our representation in higher education. This gap can be seen more in supplementary-based programs that McMaster offers, and my experience unfortunately is not an isolated one.
Multiple students from different programs stated that the lack of Black students in their programs made them feel like there were few people who could relate to the struggles that come with being Black.
There was also another complexity that I did not consider — the fact that there are more Black women in academia than Black men. One health sciences student, upon realizing that they were the only Black man in their whole year, experienced feelings of isolation.
In addition, a justice, political philosophy and law student was the only Black man in their program, and though he is friends with Black women, he notes that it is not fully the same.
Regrettably, the issues that stem from the lack of diversity do not just have interpersonal effects, but also affect the learning experience. A student in the arts and science program said that there were times when a professor or student would ask a question that pertained to race, and the question would seem pointed at them, the only Black student in their year.
This student can also recall a moment when a professor made a comment about how some students may be used to hearing racist jokes, and then locked eyes with them, creating an uncomfortable situation.
Another former arts and science student had a class where a classmate attempted to defend slavery, and a professor who taught a class about oppression but refused to use the term “racism”. The student states that they never felt challenged by the program, and felt that they had to do the challenging rather than their instructors. This was due, they say, to the structure and instruction of the program being catered to their affluent white peers and not to them.
The catering of programs does not seem limited to just arts and science but can also be seen in McMaster Engineering Society programs. A student within the program switched out after one semester due to the lack of actual inquiry in the program, but a focus on the marks received.
When a peer in their program stated that "the disadvantaged [in Hamilton] aren't doing enough for the more privileged to help them," the professor did not immediately shut down this false and insensitive statement, but instead was complacent. In addition, the structure of the program encouraged students to repeat the same statistics because that is what is needed for a good grade, and not because the students wished to learn more about societal issues.
If multiple Black students in different years and different programs are saying the same thing, there needs to be some sort of change to support these students when they are in the program. I am not suggesting these programs change their selection process, because this lack of diversity is a systemic issue, and I do not have the knowledge to provide suitable solutions to help mitigate the effects.
Regardless, if McMaster strives for diversity and does not have the necessary structure to support the diverse students that they already have, then their efforts are just a baseless claim to obtain more money from a diverse group of students.
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By: Nyakoar Wuol
The Black experience at McMaster University is not monolithic. I can and will only be speaking in regard to my experience as a Black woman at McMaster.
Being a political science student, I often find myself being the only Black woman or Black person in a tutorial or sometimes even an entire lecture hall.
Within the political science courses, discussions on race, intersectionality and different waves of feminism do not go as in-depth as I would expect them to. After listening to the opinions of white students in these tutorials and their views, it makes sense why these discussions are so limited.
Discussion on race can only go so far if individuals are not sure what to add to the discussion or do not know enough to engage. In tutorials, I feel that when certain topics arise that I find interesting or am knowledgeable of, my opinion is not understood in the way I want.
A perfect example of this would be in my recent tutorial. The tutorial was set up as a debate with around five of us sitting at the front table. We were meant to briefly discuss the key elements of our paper, then answer any questions or rebuttals. For the sake of context, my paper was speaking about the result of Apartheid and its impact on Black South Africans, namely their struggle to be financially independent.
The white man who made the rebuttal made statements along the lines of, “why can’t they pick themselves up by their bootstraps? why don’t they just buy land or a farm? you don’t need a post-secondary education to make money”. All the statements he made would have been answered had he listened to the points I initially made.
I responded by stating that there are systemic barriers in place which limits Black South Africans from attaining wealth or having any form of mobility in their social class. In the wise words of W. E. B. Du Bois, “a system cannot fail those it was never meant to protect.”
And yet after stating that, he was still not satisfied with my answer. He responded in a condescending tone but before I could defend my position, the teaching assistant moved the conversation to the next topic.
What I found most astounding was that this student was willing to stand in his ignorance than to believe that there are systemic barriers in place against Black folks not only in South Africa, but around the globe.
Another thing I noticed mainly in my sociology class and at a workshop I attended was that whenever there was a presence of Black folks, there was an underlying element of censoring from the white students. It seemed like they would mainly stick to saying socially-acceptable answers.
I feel that in order for anyone to learn they should not hinder themselves. White students seem to have this fear that if they say something that is not “acceptable”, then they will be vilified and have their opinion disregarded.
But choosing to only say what one thinks is acceptable does not result in any form of growth. If you fear that your true opinion or view is problematic, then perhaps ask yourself why that is?
Essentially, I feel that as a Black woman at McMaster there is much more that is needed to be done within academic spaces. This is mainly in regards to the limited discussions on race, and the lack of representation within the institution.
I, and many other Black students reading this, may feel that we are given the unasked role of being an educator of all things Black to white people. They may very well have certain questions or are limited in their knowledge on the Black experience.
However, it is not Black students’ job to inform and educate. As a great friend of mine said, “Google is free and it’s a great research tool.”
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By: Youssef El-Sayes
Choosing a degree and career path is not an easy task. Students pursuing a degree in science have a wide variety of available career options. These range from positions in research, industry, medicine, illustration and so much more. It almost seems like the possibilities are endless.
But how does one truly understand their goals without experiencing their options? Many professionals end up with a job that they thought would interest them but eventually learn otherwise.
This issue has become so commonplace that institutions like McMaster University have developed strategies to help students gain a variety of experiences outside of their chosen undergraduate program. A great example are the interdisciplinary experience courses, offered by the school of interdisciplinary science.
For a full credit, students can choose from a wide array of IE courses that cover topics such as three-dimensional printing, visiting Kentucky for a caving fieldtrip or hiking Algonquin park while learning about Canadian history, geography and literature.
IE courses serve the purpose of introducing students to a variety of disciplines that will help broaden their perspectives and opinions towards science. By providing students with active learning opportunities, they can develop a personal connection and a deep motivation for the subject.
The idea of active learning has been studied for decades. In essence, active learning requires students to be engaged with the delivered content while critically thinking about the activities they are working on.
Current research suggests that fostering engagement in class activities is more likely to improve student learning compared to simply spending extra time on a topic. This is why IE courses available at McMaster University consist of short workshops, field trips or tutorials that keep students motivated and prove that learning does not need to be time consuming.
These experiences are especially rewarding for students because they earn a credit for their work. The results of IE courses are also long-lasting. For example, upon completion of IE courses, many students often undertake related volunteer positions and internships, in order to put what they have learned into practice.
Aside from personal growth, IE courses also provide a multitude of professional benefits. Due to the small class sizes, students can engage in one-on-one interactions with instructors or guest speakers and build valuable networking skills.
These experiences also set students apart by giving them something distinct and unique to include on a resume. Overall, IE courses allow students to build on their academic, personal and professional qualities and become multi-faceted individuals.
McMaster University has always led the path for innovative teaching and learning, and offering IE courses is no exception. Students should always challenge themselves to step outside of their comfort zone in order to find their real interests and ambitions. By doing so, students can become professionals in their fields that truly love what they do.
It is clear that experiential and active learning opportunities are able to foster skilled and competent individuals who are willing to create a brighter future, and this is exactly what McMaster has been striving to do. So the next time you are enroling for courses, consider taking an IE class.
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By: Noel Kim
Six-year-old Noel dreamt of becoming an artist while her high-school self was fascinated by science. Which was the true Noel? As it turns out, both were.
I used to wrestle with my seemingly conflicting interests. Science and art were the Romeo and Juliet of education, a forbidden match. I am not alone in my experience of this conflict.
I had the opportunity last year to work with Shira Weiss, the co-founder of the Visualizing Science Exhibition. She explained her motivation for the exhibition: “There were no opportunities at McMaster for science students to engage in an art community and we wanted to create something that brought together both worlds,”
Now in its fourth year, Visualizing Science is an annual exhibition that showcases students’ artwork inspired by research at the university. It’s an exciting step that McMaster students have taken in bridging the gap.
[spacer height="20px"]One of the biggest divides between science and art is the perception that the former is objective while the latter is subjective. It is a lie that science is unbiased, and I am not merely referring to the bureaucracy that permeates the research process. In designing a scientific experiment, scientists choose the lenses through which they will observe the world. In presenting their results, scientists choose the frame that delineates how their findings are applicable to the world. This is necessary, but it is still important that we acknowledge that science also carries bias.
As a science student, I realize the importance of ensuring that research is accurate and honest, that rules are followed and subjects protected. It makes sense then that peer-reviewed science journals are not the appropriate place for emotion. This is exactly why scientists need to be more open to other avenues that can bring the humanity back into their fields.
Thankfully, there is a real movement happening in science to value aesthetic visuals. The science community is beginning to realize that blending art and science is a powerful way to share ideas.
Many scientific publications now require graphical abstracts. Researchers and artists are partnering to develop diagrams and figures. This is only a few of the many collaborations between scientists and artists.
Still, there remains a palpable divide between the realms of art and science. While there are individuals swimming across, what we need is a wide bridge that would become well-travelled, worn, and maintained. In building this bridge, we must begin with examining how science and art are unified.
Sometimes I look up at the night sky in awe and I wonder what makes the stars’ sparkle so brightly. Perhaps this is a view of an artist, searching for a way to depict the night sky on a canvas. Or perhaps I look up from a scientific lens, pondering a way to understand how stars came to be. Scientists, in their purest form, are captivated by a phenomenon in the world. They seek to capture that phenomenon in some communicable way. Is this not also the quest of artists?
Both science and art are predicated on the power of keen observation. Both begin with curiosity and end with communication. Both have the power to include, reveal, equalize. Both are results of the creative mind. When we begin to realize the connections between science and art, we allow ourselves to build those bridges and cross them.
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By: Donna Nadeem
McMaster students and faculty came together on Feb. 11, the United Nations recognized day of Women in Science and Technology, to celebrate and empower women in science and technology during their International Women in Science day conference.
McMaster biochemistry and health sciences students developed the IWISCI day conference in 2017 as a small event that was focused on women in science and what kind of careers women have after a biochemistry degree. Due to the high interest, it was turned into a day-long conference that not only focused on biochemistry, but women in all branches of sciences.
“We keep trying to keep an open forum for people to talk and kind of understand the gender disparity or the gender inequities that exist in the field of science and how we can fix them and work forward to creating an equitable environment,” said Inna Ushcatz, co-chair of the IWISCI 2018 conference.
The conference will celebrate women’s contributions to research, healthcare and industry. The conference also aims to encourage gender equity, empower peers and offer advice from mentors and supporters.
“Sometimes, especially when your at such an exceptional school, like McMaster, it’s easy to feel like your in this bubble and that everything is great, people are so welcoming to… women in science but what I realized with talking to people who were actually in the work force and have their careers in academia and in science, it’s not as good as it could be, so I’m starting to realize how things could be a lot better and it’s important to have this conversation,” said Ushcatz.
We keep trying to keep an open forum for people to talk and kind of understand the gender disparity or the gender inequities that exist in the field of science and how we can fix them and work forward to creating an equitable environment
Inna Ushcatz
Co-chair of the IWISCI 2018 conference
The conference consisted of two keynote speakers, Prof. Charu Kaushic who is a professor of pathology and molecular medicine at McMaster University, and Prof. Stacey Ritz, the assistant dean of the bachelor of health sciences program and an associate professor in pathology and molecular medicine at McMaster.
The conference also featured two panels and three workshops that focus on important topics of giving women communication tools to speak with confidence both in professional and personal settings, gender inequalities in the workplace and the perspectives on women in science over the years.
The IWISCI executive team hopes to reach out to high schools in the area for future conferences. They want to provide them with workshops that they have as a portion of the conference, and take that to the schools to try and encourage high school students who are who are interested in the science field as a future career path. The executive team also plans on trying to branch out to elementary schools in later years, to encourage student as early as possible of the career they could have in the science.
“From last year we learned what people wanted to see from the conference so we are trying to facilitate that this year,” said Michelle Lohblihler, co-chair of the IWISCI 2018 conference.
The IWISCI community is focused not only on bridging the barrier between McMaster students and professors, but also extending and promoting women’s access to and participation in the field of sciences in the Hamilton community.
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By: Abdullah El-Sayes
Antibiotic resistance has been an issue for decades. Infections that were once easy to cure are no longer treatable as microbes have become resistant to the drugs that kill them. This leads to detrimental effects. It has been 30 years since the last antibiotic drug has been released. The World Health Organization accentuates that impact this may have on humanity and has released a list of pathogenic superbugs in an effort to increase antibiotic research and development through government and the private sector investments.
How did this start in the first place?
When antibiotics are prescribed to patients, they are expected to comply with the usage instructions and continue taking the drugs even if the symptoms have vanished to ensure all the pathogenic microbes are eliminated from the body. When this procedure is not abided, pathogens remain and drug-resistant bacteria may be formed via mutations and increase the population of resistant microbes. WHO claims that in countries without standard treatment, antibiotics are over-prescribed and overused by the public. This only adds to the problem. Antibiotics used for cattle within farms further contribute to the misuse of these drugs, and elevate the chance of microbes becoming drug-resistant.
What are the consequences we face?
A growing list of infections such as pneumonia, tuberculosis, blood poisoning and gonorrhoea are becoming harder to treat as they become more resistant to antibiotics. Some infections are now untreatable. An infamous example of this would be the TB pandemic. During mid-late twentieth-century, TB was once treatable using antibiotics, but infections resurged during the 1980s and thereafter due to drug resistant strains making them harder to treat. This case draws attention to the importance of antibiotic research and development. As more microbes become resistant, more antibiotics will be required to subside the associated infections.
What can we do to prevent further harm?
WHO claims that behavioural changes are important to reduce antibiotic resistance. These actions include being careful with vaccinations and sharing needles, always washing our hands, practising safer sex, and good food hygiene. Nonetheless, these measures are not adequate to eliminate neither these microbes nor their harm among us. Dr. Eric Brown and his team based at McMaster University have conducted promising work towards resolving this crisis.
What research is being done now, and what has been discovered?
This research team has tested 1440 drugs with expired patents against some of the most deleterious bacteria. The specific microbes were gram-negative bacteria, which have a rigid protective outer shell. Due to this, few antibiotics are able to defeat this specific bacteria type. However, pentamidine, a drug used to fight parasites in the 1930s, was found to form holes in the rigid outer shell of the bacteria. Additional antibiotics may then be supplemented to reach beyond the holes of the shell and finally devastate the bacteria and the infections associated with them. The experiments were conducted in dishes and mice. The results have been great, but still have a long way to go.
When asked about what the next steps are, Dr. Brown stated, “A trial in humans. … After all, pentamidine is already a drug that could be combined with other antibiotics in order to gather evidence in the clinic that this will work in humans.” He also added, “Pentamidine does have well known side effects, but these are manageable.”
Although this research is a relief to us, we cannot become too content, as resistant bacteria strains are not shy of showing up and causing damage.
“No one, including the public, should feel comfortable with the state of the art in antibiotic therapies. … The problem of drug-resistant bacteria is large and becoming worse every day,” said Dr. Brown.
Overall, antibiotic resistance is a serious tribulation we face, but research at McMaster University has taken a leap forward at resolving this issue. Let’s keep our fingers crossed for greater investment towards antibiotic research and development, so that we no longer have to stress about this pressing issue.
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