Dr. Arno G. Siraki received his Hon.B.Sc with a specialization in toxicology in 1998 from the University of Toronto. Arno continued his graduate studies in the Department of Pharmacology (under the supervision of Dr. Peter J. O’Brien). His MSc thesis was entitled “Antioxidant and Pro-Oxidant Nature of Catecholamines“ and was conferred the degree of MSc in 2000 while working at the same time in a QC lab at GSK (then GlaxoWellcome). He selected a research path and continued graduate studies in Dr. O’Brien’s laboratory as a PhD student. He was awarded an NSERC graduate fellowship for his thesis work (“Development of quantitative structure-activity relationships for metabolic activation of drugs and xenobiotics to reactive metabolites”) and was conferred his PhD in 2004 from the Department of Pharmaceutical Sciences, Leslie Dan Faculty of Pharmacy, University of Toronto. Arno’s post-doctoral studies were carried out at the National Institute of Environmental Health Sciences (NIH), located in Research Triangle Park, NC, USA from 2004 to 2008. Under the guidance of Dr. Ronald P. Mason, Head of the Free Radical Metabolite Group, Arno developed methods to detect protein free radicals through xenobiotic metabolism. Arno was recruited to the Faculty of Pharmacy and Pharmaceutical Sciences, University of Alberta in 2008 and is currently Associate Professor. His interests involve the association of free radicals with adverse drug reactions, identification of novel electron transfer intermediates (antioxidants), and the biological role of xenobiotic-induced protein free radicals.
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Teaching is a catalyst which compels inquisitive minds to pursue great questions. I recall my own experience as an undergraduate student in the toxicology program at the University of Toronto, where a fourth year lecture on oxygen toxicity ignited my curiosity and led me to pursue my career in research. One of the most important aspects of education through teaching is the connections that are made between teachers and students. This interface of learning – which can go both ways - is fundamentally important to maintaining the excellence in teaching and student achievement.
My research program as well as my undergraduate teaching is based on an ‘open door’ approach. I do make scheduled appointments if needed, but as learning is a dynamic process, I like to “always” have time for my undergraduate and graduate students. One of the moments I appreciate most is when a student achieves a level of training such that they transition from becoming a student to a colleague. This, I feel, is one of the hallmarks of success in teaching.
Provides students with a fundamental understanding of human anatomy relevant to pharmacy practice using a system-based approach. Core concepts include human anatomy and anatomical function including physiology and pathophysiology within the context of drug action. (Restricted to Pharmacy students.)Fall Term 2021
Biochemical and molecular mechanisms of drug-induced damage. Key concepts include toxicological principles, toxicokinetics, toxic responses, bioactivation of drugs to toxic metabolites, organ directed toxicity, immunotoxicology, and receptor-mediated toxicity. Specialized topics include clinical and medical toxicology, forensic toxicology, pharmacoepidemiology related to drug toxicity, safety assessment of pharmaceutical agents, and environmental toxicology. Prerequisite: Consent of Faculty.Fall Term 2021