Effect of cisapride on the QT interval in infants with gastroesophageal reflux

V Khoshoo1, D Edell, R Clarke

  • 1West Jefferson Medical Center, New Orleans, Louisiana, USA. vkhoshoo@earthlink.net

Pediatrics
|February 2, 2000
PubMed

Insights

Cisapride therapy for gastroesophageal reflux in infants showed a slight, not statistically significant, increase in QT interval. Cautious use at recommended doses is generally safe, with minimal risk of prolonged QT intervals.

Area of Science:

  • Pediatric Cardiology
  • Gastroenterology
  • Pharmacology

Background:

  • Gastroesophageal reflux (GER) is common in infants.
  • Cisapride has been used to treat GER but carries potential cardiac risks.
  • Assessing the cardiac safety of cisapride in infants is crucial.

Purpose of the Study:

  • To prospectively evaluate the effect of cisapride on QT interval in infants (3-6 months) with GER.
  • To determine if cisapride therapy leads to significant QT prolongation or cardiac events.

Main Methods:

  • A prospective study involving two groups of infants with GER receiving cisapride.
  • Group A: ECG before and after 2 weeks of cisapride (1 mg/kg/day).
  • Group B: ECG after >1 month of cisapride therapy (0.8-1.1 mg/kg/day).
  • Exclusion criteria included cardiopulmonary, renal, hepatic issues, apnea history, or concurrent use of macrolides/azoles.

Main Results:

  • Cisapride therapy (1 mg/kg/day) caused a slight, non-significant increase in QT interval (pre: 390±18 ms, post: 400±20 ms).
  • QT interval remained below the 440 ms upper limit.
  • Two out of 100 infants (2%) showed QT prolongation (>450 ms), without arrhythmias or identifiable causes.
  • Prolongation patterns were similar in short-term and long-term therapy groups.

Conclusions:

  • Cautious cisapride use at modest doses (<1.2 mg/kg/day) appears safe in young infants with GER.
  • Recommendations include precise dosing, parental education on administration and drug interactions.
  • The benefits of cisapride may outweigh risks with careful monitoring and education.
Abstract

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