Drug Database
LE

lercanidipine + valsartan (Levacalm / ZV Combi)

✓ Approved

LG Chem Ltd. · AGTR1 · Small Molecule

What is lercanidipine + valsartan?

lercanidipine + valsartan is a small molecule developed by LG Chem Ltd.. It is approved for therapeutic indications via oral (po).

Drug Profile

Brand NamesLevacalm, ZV Combi
CompanyLG Chem Ltd.
Drug ClassSmall Molecule
Molecular TargetAGTR1, CACNA1C
RouteOral (PO)
StatusApproved
Sources: ClinicalTrials.gov, LG Chem Ltd.

Mechanism of Action

Molecular Targets

lercanidipine + valsartan acts on 2 molecular targets:

AGTR1angiotensin II receptor type 1 (HAT1R, AT1)
CACNA1Ccalcium voltage-gated channel subunit alpha1 C (CACNL1A1, CACNA1C-IT2)
Want deeper analysis?Noah AI can explain complex mechanisms and compare to similar drugs.

Therapeutic Indications

lercanidipine + valsartan is developed for 1 unique indication across 1 therapeutic area.

Therapeutic AreaConditionPhase
Vascular disordersHypertension✓ Approved

Related Research Articles

PubMedFrontiers in artificial intelligence2026-08-25

Generative AI as a cognitive co-learner: a developmental framework for AI literacy in health sciences education.

Oo Myo Zin MZ, Tint Soe Sandi SS, Khaing Kyi Phyu Myo KPM, Noithanom Thanakit T et al.

Generative artificial intelligence (AI), especially large language models, is playing an expanding role in shaping learning within health sciences education. Current discussions often focus on efficiency or academic integrity, with less attention to how learners engage with AI across evolving cognitive and developmental stages. This Perspective conceptualizes generative AI as a cognitive co-learner, an interactive system that supports idea generation, organization, and reasoning while requiring human oversight for validation and interpretation. We propose a developmental framework for AI literacy that describes stage-typical patterns of AI engagement across educational contexts characterized by differing cognitive and epistemic demands. The proposed progression from exploration to synthesis to calibration reflects changes in the functional role of AI, learner cognitive engagement, and trust in AI-generated outputs. This progression is intended as a theoretical proposition rather than an empirically validated development trajectory. Central to this framework is calibrated trust, defined as the alignment between confidence in AI outputs and their actual reliability. Across all stages, human judgment, critical evaluation, and metacognitive awareness remain essential. This Perspective highlights the need for stage-appropriate educational strategies and learning activities that support responsible AI use while strengthening health sciences education and maintaining the primacy of human cognition.

PMID 42638745
Read full article →
PubMedJournal of Nepal Health Research Council2026-08-25

Changes in Stroop Task Performance Across the Life Span.

Jha Reena Kumari RK, Mishra Abadhesh Kumar AK, Chaurasiya Niraj N, Nepal Ojashwi O

The Stroop test assesses attention and cognition. The selective attention assessed by this test varies in bilingualism, education, gender and advancing age. Thus, this study aimed to examine age related changes in reaction time using the Stroop test. A cross-sectional study was conducted at Kathmandu University School of Medical Sciences between March 2025 and November 2025. A total of 210 participants aged 18 - 80 years were recruited through convenience sampling. Participants were categorized into three age groups: Group 1 (18-30 years), Group 2 (31-60 years), and Group 3 (>60-80 years). Each group consist 70 participants, 35 males and females. Each participant was assessed individually and instructed to read the control, congruent, and incongruent Stroop cards. Reaction time was measured using a digital stopwatch for each task. Reaction time demonstrated a significant age related increase across all task conditions. In the control condition, the mean reaction time increased from 21.19 ± 6.80 seconds to 30.38 ± 10.76 seconds and further to 45.13 ± 12.69 seconds (p < 0.001). A comparable pattern was observed in the congruent condition, where mean reaction times rose from 20.41 ± 5.32 seconds to 28.34 ± 9.27 seconds and 41.27 ± 9.69 seconds (p < 0.001). The most pronounced differences were evident in the incongruent condition, with reaction times increasing markedly from 63.64 ± 30.72 seconds to 104.48 ± 34.25 seconds and 141.32 ± 47.97 seconds (p < 0.001). Reaction time is significantly influenced by age. Older participants demonstrated slower responses, indicating an age-related decline in executive function and cognitive processing speed.

PMID 42638241
Read full article →
PubMedTransplant international : official journal of the European Society for Organ Transplantation2026-08-25

"Innovative diagnostics and treatments of infections in transplantation," report from the 2025 spring highlights in transplantation sciences meeting.

Fourgeaud Jacques J, Neven Benedicte B, Kamar Nassim N, Farhat Imane I et al.

Infectious complications remain a leading cause of morbidity and mortality after solid organ transplantation, driven by profound immunosuppression, emerging pathogens, and increasing antiviral resistance. The 2025 Spring Highlights in Transplantation Sciences (HITS) meeting, held in Paris under the auspices of the Société Francophone de Transplantation and endorsed by the European Society of Organ Transplantation, brought together international experts to discuss recent advances in the diagnosis, pathogenesis, prevention, and treatment of infections in transplant recipients. This report summarizes the key scientific presentations covering innovative approaches to viral hepatitis, cytomegalovirus (CMV), Epstein-Barr virus, human herpesvirus-8, BK polyomavirus, infectious encephalitis, and vaccination strategies. Particular emphasis was placed on the growing role of metagenomic next-generation sequencing for diagnosing unexplained infections, the integration of immune monitoring into clinical decision-making, and the development of adoptive cellular therapies, including virus-specific αβ T cells and γδ T-cell-based immunotherapies for refractory CMV infection. The meeting also highlighted emerging concepts in donor-recipient immunogenetics, novel diagnostic technologies, and personalized preventive strategies. Collectively, these advances illustrate the transition toward precision medicine in transplant infectious diseases, combining cutting-edge diagnostics, immune profiling, and innovative immunotherapeutic approaches to improve the management and outcomes of solid organ transplant recipients.

PMID 42638692
Read full article →
PubMedJournal of Nepal Health Research Council2026-08-25

Upper Limb Injuries in Children Presenting to a Tertiary Care Center in Rural Nepal.

Rokaya Poojan K PK, Dulal Suresh S, Kathayat Tufan Singh TS, Rajbanshi Manoj M et al.

Upper limb injuries are one of the common pediatric conditions presenting to our orthopedic department. The aim of this study is to identify the cause pattern and demographic characteristics of upper limb injuries in children so that various preventive strategies can be encouraged to reduce their morbidity. A descriptive cross-sectional study was conducted at Karnali Academy of Health Sciences after ethical permission from October 2022 to March 2024. An enumerative sampling technique was used. Age, sex, address, side, upper limb anatomical location, time of hospital presentation, mode of injury, seasonal trend, prehospital management and other associated injuries were noted in individual structured proforma. All the data were entered in MS EXCEL and analyzed using version 16 of the Statistical Package for Social Sciences. A total of 437 children were involved in this study. Distal humerus fracture was seen in 149 (28%) patients, whereas distal radius fracture was observed in 131 (24.4 %) patients. Injury was common in children 6-9 years of age (27.5%). There were 313 (71.6%) boys and 124 (28.3%) girls. Delay of > 72 hours in presentation to hospital was noted in 88 (20%) patients. Out of 437 children, 76 (17%) received prehospital management. Upper limb injuries were prevalent around elbow and wrist joint. Injuries were common in boys and predominant in 6-9 years of age. Fall from cliff, tree, rooftop and ladder were the major mode of injury in our rural context.

PMID 42638250
Read full article →
PubMedJournal of Nepal Health Research Council2026-08-25

Emotional Intelligence among Undergraduate Physiotherapy Students at Kathmandu University School of Medical Sciences: A Cross-Sectional Study.

Joshi Deepak D, Dhakal Smriti S, Ghimire Bipin B

Emotional intelligence (EI) is the ability to use emotional awareness to guide thoughts and actions. In students, particularly in medicine and physiotherapy, higher EI enhances academic performance, self-awareness, social connectedness, and the ability to form meaningful patient relationships. Higher EI in healthcare professionals is associated with better clinical performance, empathetic patient care, and greater job satisfaction. This study aimed to determine EI in undergraduate physiotherapy students and identify its association with academic performance and year of study. A cross-sectional study was conducted at Kathmandu University School of Medical Sciences among undergraduate physiotherapy students. EI was measured using the Schutte Self Report Emotional Intelligence Test. EI scores were categorized as low (33-110), average (111-137), and high (138-165). The Pearson test was used to assess the correlation between EI scores and academic performance, while ANOVA was used to assess the association between EI scores and year of study. A total of 102 students were included, of which 86% were female. The mean EI score was 125.63 indicating average status. The majority of students (80%) demonstrated average EI, while 15% had high EI, and 5% had low EI. There was no statistically significant relationship of EI with year of study and academic performance. The findings revealed that most students demonstrated an average level of EI, suggesting that they were reasonably competent in recognizing their own and others' emotions, regulating their emotions, and engaging positively with others. Exploring various factors influencing students' EI presents a promising avenue for future research.

PMID 42638256
Read full article →
PubMedJournal of Nepal Health Research Council2026-08-25

Perceptions of Undergraduate Medical Students Regarding Problem-Based Learning (PBL) at Kathmandu University : A Cross-sectional Study from Nepal.

Thapa Sushma S, Atreya Alok A, Rajbanshi Roshani R, Khanal Inesh I et al.

Problem-based learning (PBL) is a student-centered innovative instructional approach in which students define their learning objectives using triggers from predefined problems in case scenarios. The PBL approach in medicine emphasizes real-world problem-solving and develops students' capacity for clinical reasoning. It also contributes to the development of interpersonal and communication skills, promotes self-directed learning (SDL), improves the motivation and enthusiasm of students for their profession and maintains professional ethics and behavior. This study aims to explore the perceptions of undergraduate medical students in a medical college in Nepal toward the PBL tutorial incorporated into the curriculum of Kathmandu University (KU). A mixed-methods cross-sectional study was conducted at the Nepal Manipal College of Medical Sciences, Pokhara, Nepal. Qualitative data were gathered through face-to-face semi structured interviews with 12 preclinical undergraduate medical students (six from first and six from second year) selected via convenience sampling. Quantitative data were collected through an online survey of 200 first- and second-year students. Thematic analysis was used for qualitative data whereas Statistical Package for Social Sciences (SPSS) version 20 for quantitative data. Three themes were identified via thematic analysis: effective learning, the role of tutors, and learning resources. There were 120 students who responded to the online survey with a response rate of 60%. Male students comprised 53.3% of the respondents. Most students agreed that PBL sessions enhanced collaborative learning (n=93, 77.5%) and decision-making skills (n=80, 66.7%). Students reported that PBL enhanced their clinical reasoning skills, interpersonal communication skills, decision-making skills and promoted SDL. The findings also highlighted the need for updated case scenarios and proper tutor training, which are essential for successful PBL sessions.

PMID 42638240
Read full article →

+9996 more articles available with a free account

Sign up free to view all articles →

Ask about lercanidipine + valsartan