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Zahid Hussain Haliza Katas Mohd Cairul Iqbal Mohd Amin Endang Kumulosasi Shariza Sahudin 《Journal of pharmaceutical sciences》2013,102(3):1063-1075
The aim of this study to administer hydrocortisone (HC) percutaneously in the form of polymeric nanoparticles (NPs) to alleviate its transcutaneous absorption, and to derive additional wound-healing benefits of chitosan. HC-loaded NPs had varied particle sizes, zeta potentials, and entrapment efficiencies, when drug-to-polymer mass ratios increased from 1:1 to 1:8. Ex vivo permeation analysis showed that the nanoparticulate formulation of HC significantly reduced corresponding flux [~24 μg/(cm2 h)] and permeation coefficient (~4.8 × 10? 3 cm/h) of HC across the full thickness NC/Nga mouse skin. The nanoparticulate formulation also exhibited a higher epidermal (1610 ± 42 μg/g of skin) and dermal (910 ± 46 μg/g of skin) accumulation of HC than those associated with control groups. An in vivo assessment using an NC/Nga mouse model further revealed that mice treated with the nanoparticulate system efficiently controlled transepidermal water loss [15 ± 2 g/(m2 h)], erythema intensity (232 ± 12), dermatitis index (mild), and thickness of skin (456 ± 27 μm). Taken together, histopathological examination predicted that the nanoparticulate system showed a proficient anti-inflammatory and antifibrotic activity against atopic dermatitic (AD) lesions. Our results strongly suggest that HC-loaded NPs have promising potential for topical/transdermal delivery of glucocorticoids in the treatment of AD. © 2013 Wiley Periodicals, Inc. and the American Pharmacists Association J Pharm Sci 102:1063–1075, 2013 相似文献
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Mumtaz Hussain Shariza Sahudin Nor Hayati Abu Samah Nor Khaizan Anuar 《Saudi Pharmaceutical Journal》2019,27(2):274-282
Objective
To investigate students perception of an industry based approach problem based learning (PBL) and their performance in drug delivery courses in pharmaceutics.Methods
PBL was implemented within two drug delivery courses in 2015, in anticipation that the use of formulation or industrial instead of clinical or pharmacy practice based triggers, would open up student interest and understanding towards learning pharmaceutics in relation to industrial pharmacy. Two cohorts were monitored through final year examination results and PBL feedback to evaluate student perception and acceptance of the use of PBL. Previous cohorts were only exposed to conventional tutorials.Results
Both cohorts showed better performance in their final examination results (2015 & 2016) compared to the previous year (2014) when students were only exposed to tutorials. The maximum and average marks obtained were also higher. There was significant difference between the maximum marks for Drug Delivery Systems 2 and the average marks for Drug Delivery Systems 1 with P?<?0.05. It was also noted that although the cGPA of student intake for Cohort 2014 is higher than Cohorts 2015 and 2016, the performance of students were better seen in the two latter cohorts. In addition, student feedback showed positive acquiescence towards using PBL as part of the course.Conclusions
Introduction of PBL in the drug delivery courses has shown to improve student academic performance either directly or indirectly by increasing student’s interest and understanding of the subjects taught. It also enhanced student soft skills and confidence. Students were happy with the implementation of PBL which improved their understanding of the subject, enhancing their abilities to think critically and improved their time management abilities. 相似文献
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