Fixed-dose lercanidipine and enalapril in field practice: a meta-analysis

Abstract

Objective: This meta-analysis evaluates the efficacy and safety of lercanidipine/enalapril fixed-dose combination in patients with mild to moderate essential hypertension.

Methods: Four observational studies on patients with sitting diastolic blood pressure (SDBP) between 95 and 109 mmHg, treated with lercanidipine/enalapril fixed-dose combination, were analyzed. The Random-Effect Model was used to limit heterogeneity across the studies. Weights were applied to determine the influence of each study on the combined results. The efficacy outcome measure was the reduction from baseline to endpoint in systolic and diastolic blood pressure (SBP and DBP, respectively). The incidence of treatment-emergent adverse events (TEAEs) was also investigated.

Results: The total number of patients analyzed for efficacy and safety was 9565. No differences between study groups in demographics characteristics were observed. Mean blood pressure in the pooled population of the four studies was 162/94 mmHg at baseline. Overall, the lercanidipine/enalapril fixed-dose combination reduced SBP by 26 mmHg (95% CI, 23–29), and DBP by 13 mmHg (12–15), p < 0.05 for both. No safety concerns were reported.

Conclusion: This meta-analysis supports the use of the lercanidipine/enalapril fixed-dose combination for the treatment of mild-to-moderate hypertension.

Keywords:

• Field practice studies
• Hypertension
• Lercanidipine/enalapril fixed-dose combination
• Meta-analysis

Transparency

Declaration of funding

Editorial assistance was supported by Recordati.

Declaration of financial/other relationships

D.R. has disclosed that he has no significant relationships with or financial interests in any commercial companies related to this study or article.

CMRO peer reviewers on this manuscript have received an honorarium for their review work but have no relevant financial or other relationships to disclose.

Acknowledgments

Editorial assistance for the preparation of this manuscript was provided by Luca Giacomelli PhD and Sara Parodi PhD of Content Ed Net.