Evaluation Activities in Pharmacognosy

La implantación del EEES comporta un nuevo sistema educativo enfocado al aprendizaje basado en el trabajo del estudiante, el cual deja de ser un sujeto pasivo que adquiere y memoriza conocimientos para convertirse en un sujeto activo de su desarrollo competencial y ser capaz de gestionar sus conocimientos eficientemente, bajo la tutela del profesor. Esto implica modificar no sólo la docencia sino también la evaluación, que como parte esencial del proceso educativo, asegura cubrir necesidades de aprendizaje y actualizar contenidos, proporciona retroalimentación, reflexión y análisis de la propia práctica y permite corregir deficiencias y mejorar metodologías. En Farmacognosia, actualmente en segundo curso de la Licenciatura de Farmacia, se han introducido estrategias de evaluación coherentes con los resultados de aprendizaje descritos, a considerar cuando se inicie el desarrollo de sus competencias en tercer curso de Grado. Inicialmente, se ha realizado una prueba de conocimientos previos. Se han aplicado dos tipos de pruebas, unas que enfatizan en la adquisición y comprensión de conocimientos y otras que abarcan competencias disciplinarias y transversales. Entre las primeras se han incluido: tests en aula virtual, que permiten discriminar información y dar una retroalimentación rápida; pruebas de respuesta abierta para comprobar capacidad de expresión, organización de ideas y razonamiento; y resolución de problemas para ver capacidad de gestionar información. Entre las segundas, después de realizar prácticas de laboratorio, se plantea una prueba de ejecución para una droga problema y se elabora un informe que demuestre el desarrollo de la ejecución, búsqueda y selección de información, observación e interpretación de resultados, y posterior exposición oral para valorar capacidad de comunicación.The implantation of the European Higher Education Area (EHEA) requires an educational system rooted in a competency-based learning approach in which, under professorial supervision, the students become active agents in order to reach a sufficient level of competence, retain more knowledge, and manage and apply this knowledge more efficiently. It implies modifying not only our teaching practices, but also our methods of evaluation, which, as an essential part of the education process, guarantees the acquisition of an ample range of skills and keeps course material up to date while providing students and educators with feed-back, reflection and analysis of the whole process. This, in turn, facilitates the correction of deficiencies and improvement of methodologies. In Pharmacognosy, which is currently taught in the second year of the Pharmacy program and in which ca. 200 students are enrolled, various evaluation strategies coherent with the established learning objectives were introduced to two groups of students. We first administered a questionnaire to ascertain the range of knowledge the students already had in related subjects. Then, two types of test were given: one type emphasizing the acquisition and understanding of knowledge and the other type focussing on more generic, interdisciplinary competence. The former type included: on-line multiple choice questionnaires, which allow for discernment of information and quick feed-back; open answer tests to determine the students’ ability to reason, organize their thoughts and express their ideas; and the resolution of problems to see how the students handle information. The latter type of exercise was given to pairs of students who, upon completing the laboratory component of the class, were given a proposal for solving a problem relating to a crude drug. The students then had to draft a scientific paper-like document describing the experimental protocol along with their observations, analysis of the results, and how they searched for and selected information. Finally, the students gave an oral presentation of the protocol and their findings, thus allowing the professor to evaluate their oral communication skills.Este trabajo ha sido financiado con un proyecto de innovación educativa, modalidad Finestra Oberta (29/FO/8) del Vicerectorat de Convergència Europea i Qualitat de la Universitat de València

In vitro assessment of antibiotic-resistance reversal of a methanol extract from Rosa canina L.

The crude methanol extract of Rosa canina (RC) fruit was tested against multidrug-resistant (MDR) bacterial strains, including methicillin-resistant Staphylococcus aureus SA1199B, EMRSA16 and XU212 harbouring NorA, PBP2a and TetK resistance mechanisms, respectively, as well as S. aureus ATCC25923, a standard antimicrobial susceptible laboratory strain. The inhibition of the conjugal transfer of plasmid PKM101 and TP114 by the RC extract was also evaluated. The RC extract demonstrated a mild to poor antibacterial activity against the panel of bacteria having MIC values ranging from 256 to >512 μg/mL but strongly potentiated tetracycline activity (64-fold) against XU212, a tetracycline-effluxing and resistant strain. Furthermore, the extract showed moderate capacity to inhibit the conjugal transfer of TP114 and PKM101; transfer frequencies were between 40% and 45%. Cytotoxicity analysis of the RC extract against HepG2 cells line showed the IC50 > 500 mg/L and, thus, was considered non-toxic towards human cells. Phytochemical characterisation of the extracts was performed by the assessment of total phenolic content (RC: 60.86 mg TAE/g) and HPLC fingerprints with five main peaks at 360 nm. The results from this study provide new mechanistic evidence justifying, at least in part, the traditional use of this extract. However, the inhibition of bacterial plasmid conjugation opens the possibility of combination therapies to overcome antibiotic resistance

Application of Molecular Topology to the Search of Novel NSAIDs: Experimental Validation of Activity

A topological-mathematical model obtained by linear discriminant analysis has been used to the search of new nonsteroidal antinflammatory drugs (NSAIDs). After carrying out an in silico screening based on such a model, on the Aldrich database, new structures potentially active were selected. Among these structures stand fourteen compounds, from which only one had been previously recorded as NSAID in the literature. The experimental tests performed on the remaining substances demonstrated that several compounds showed either in vitro or in vivo or both activity. Moreover, four compounds, namely 1,3-bis(benzyloxycarbonyl)-2-methyl-2-thiopseudourea, 4,6-dichloro-2-methylthio-5-phenylpyrimidine, 2-chloro-2',6'-acetoxylidide and trans-1,3-diphenyl-2-propen-1-ol, showed a significant in vivo antinflammatory activity as compared to the reference drug (indomethacin). These results reinforce the role of Molecular Topology as a useful tool for drug discovery

Effects of terpenoids from Salvia willeana in delayed-type hypersensitivity, human lymphocyte proliferation and cytokine production

The effect of the lipophilic extract of S. willeana and three terpenoids isolated therefrom, camphor, lupeol and oleanolic acid, on oxazolone-induced hypersensitivity was evaluated. The extract reduced the ear edema by 46% at 24 h after challenge. All three terpenoids inhibited the edema and suppressed cytokines release at different rates. Lupeol inhibited the swelling by over 50% and reduced the production of IL-1β by 62%. Camphor caused inhibition of the efferent phase (45% inhibition at 72 h) and the levels of IL-1β, IL-4 and TNF-α (around 80% inhibition). Oleanolic acid diminished moderately the reaction and the levels of IL-4 and TNF-α. We also demonstrated that the three terpenoids inhibited human T-lymphocytes proliferation in a concentration-dependent manner and induced their apoptosis. Thus, these terpenoids could be considered anti-inflammatory constituents of S. willeana