Assessment of age-related changes in pediatric gastrointestinal solubility

PurposeCompound solubility serves as a surrogate indicator of oral biopharmaceutical performance. Between infancy and adulthood, marked compositional changes in gastrointestinal (GI) fluids occur. This study serves to assess how developmental changes in GI fluid composition affects compound solubility.MethodsSolubility assessments were conducted in vitro using biorelevant media reflective of age-specific pediatric cohorts (i.e., neonates and infants). Previously published adult media (i.e., FaSSGF, FeSSGF, FaSSIF.v2, and FeSSIF.v2) were employed as references for pediatric media development. Investigations assessing age-specific changes in GI fluid parameters (i.e., pepsin, bile acids, pH, osmolality, etc.) were collected from the literature and served to define the composition of neonatal and infant media. Solubility assessments at 37°C were conducted for seven BCS Class II compounds within the developed pediatric and reference adult media.ResultsFor six of the seven compounds investigated, solubility fell outside an 80–125% range from adult values in at least one of the developed pediatric media. This result indicates a potential for age-related alterations in oral drug performance, especially for compounds whose absorption is delimited by solubility (i.e., BCS Class II).ConclusionDevelopmental changes in GI fluid composition can result in relevant discrepancies in luminal compound solubility between children and adults.<br/

Factors affecting the implementation of outcome-based education among faculty members of De La Salle Health Sciences Institute

This study utilized a quantitative descriptive, non-experimental form of research to identify the demographic profile of the respondents. Fifty (50) faculty members participated in the study based on the mentioned criteria and were chosen using purposive and judgemental sampling. The researchers used a self-made tool divided into 2 parts. Data was analysed using frequency distribution, percentage, mean, t-test, and Analysis of Variance (ANOVA). The study concluded the following: (1) majority of the selected respondents of the study were between the ages of 36-45 years old, female, and with Master\u27s Degree. Furthermore, a great deal of faculty had been teaching for over 10 years mainly teaching General Education Subjects. Finally, most of them claim to teach for about 4-6 hours per day; (2) the respondents strongly agreed that the support-related, policy-related, teacher-related, technology-related, setting-related and lastly, curricular instructions factors, all greatly affect the overall implementation and success of outcome-based education; (3) there were no significant differences on the factors affecting the implementation of outcome-based education when grouped according to age, gender, assigned subjects and teaching hours per day. There were significant differences on the factors affecting the implementation of outcome-based education when grouped according to educational attainment and number of years in teaching

Effectiveness of passive stretching with and without myofascial release in increasing knee extension among fourth year physical therapy students of DLS-HSI

The study utilized true experimental pre-test and post-test type of research design to compare the effectiveness of passive stretching versus passive stretching with myofascial release in increasing knee extension of fourth year PT students. Twenty-two (22) fourth year PT students of De La Salle Health Sciences Institute were chosen using purposive sampling. Research instruments were 6-minute walk test recording sheet, Western Ontario and McMaster Universities Osteoarthritis Index. Independent two-sample t-test was used to compare the two difference interventions and determine if a significant difference exists between them. Based from the findings, all subjects had an increase of knee extension ROM but there is no sufficient evidence to conclude that passive stretching with MFR is more effective than passive stretching without MFR in increasing ROM of knee extension

BARRIERS IN PERFORMING PHYSICAL ASSESSMENT AMONG NURSING STUDENTS: AN INTEGRATIVE REVIEW

Objectives This study aimed to identify barriers in performing physical assessments among nursing students through integrative review study. Methods The literature were searched in Medline, CINAHL, ScienceDirect, Web of Science, ProQuest, and Taylor & Francis Online using the descriptors barrier, physical assessment, nursing student et al. Only English-language and peer-reviewed journal articles were included, and there were no year restrictions. Results Twelve articles were selected for review. Two aspects were extracted: the barriers included personal challenges, challenges related to nursing education, challenges related to clinical practice; establishing competency-based education learning as a method to reduce physical assessment barriers. Student competencies and experiences were influenced by various factors that collectively hindered their successful performance of physical assessments. Conclusions The review findings provide valuable insights into the complex issues involved in the performance of physical assessments and guidance for improvement in practice. A collaborative effort should be made to address the issues often faced by nursing students in performing routine physical assessments. Also, more constructive and competency-based teaching methods should be integrated into academic and clinical settings