ABSTRACT
OBJECTIVE@#Scandix pecten-veneris L. is a less studied wild edible herb and is considered an extinct plant species in many parts of the world. This study was designed to evaluate its phytochemical composition and biological potential of S. pecten-veneris L.@*METHODS@#Phytochemicals including alkaloids, flavonoids, polyphenols, and tannins were determined in extracts of S. pecten-veneris. Antioxidant activity was determined using 2,2-diphenyl-1-picrylhydrazyl (DPPH), while reducing power was tested by ferric reducing/antioxidant power (FRAP) assay. Antimicrobial activity against seven bacterial and four fungal strains was evaluated using agar well diffusion assay. Enzymes inhibition study was performed for urease, phosphodiesterase-I, and catalase-II.@*RESULTS@#S. pecten-veneris showed moderate antiradical activity and reducing potential of hydroxyl radicals to about 20% of the initial value. The antioxidant activity of various extracts of S. pecten-veneris showed a linear correlation with total phenolic contents in the order of water>n-butanol>chloroform>ethyl acetate>methanol extracts. S. pecten-veneris leaves showed the highest inhibitory activity against Staphylococcus aureus while the highest antifungal activity was observed against Candida albicans. The plant extract was most potent against urease enzymes but showed moderate activity against phosphodiestrase-I and carbonic anhydrase-II.@*CONCLUSIONS@#Our data demonstrate that in addition to its culinary uses, S. pecten-veneris has good medicinal potential and hence could be used for treating some specific health ailments.
Subject(s)
Animals , Anti-Infective Agents/pharmacology , Antioxidants/pharmacology , Apiaceae/chemistry , Enzyme Inhibitors/pharmacology , Phosphodiesterase Inhibitors/pharmacology , Phytochemicals/analysis , Plant Extracts/pharmacology , Plants, Edible/chemistry , Staphylococcus aureus/drug effects , Urease/antagonists & inhibitorsABSTRACT
Background: Problem-based learning [PBL] and case-based learning [CBL] are teaching methodologies, which regulate self-directed learning skills. In medical schools of Pakistan either or both are being consistently used in the undergraduate and postgraduate curriculum. The objective of our study was to compare CBL with PBL on the basis of perception of those students who have observed this transition of learning methodologies in the undergraduate medical curriculum
Methods: It was a cross sectional comparative study, conducted from February to May 2016 whereby all 3rd year medical students who were exposed to PBL in the third year of education after two years experience of CBL were included. Response of students on the usefulness of PBL was acquired on 5-point Likert scale. Results were compared by chi square test
Result: The complete response was obtained from 212 students. Eighty four percent students preferred PBL over CBL [p<0.01]. PBL significantly assisted students to; identify gaps in knowledge, improve their areas of weakness, manage time, make decisions, solve problems, use critical reasoning skills and communicate with each other [p<0.01] in comparison to CBL. It enhanced the ability to find information from internet and libraries. Students recommended that PBLs were time consuming and proper training of facilitators was required as compared to CBL. They were convinced with system of education of CBL followed by PBL
Conclusion: The PBL was effective in terms of retention of concepts, critical reasoning and problem-solving approaches yet satisfaction with the current system of education elucidated role of CBL in the first two years of undergraduate medical curriculum to prepare students through guided enquiry and presentation of clinical scenarios. Proper training of facilitators will be a key point to improve learning of students through PBLs
ABSTRACT
The objective of the study was to compare the level of social awareness amongst medical students of public and private medical universities of Karachi - Pakistan. It was a cross sectional, questionnaire based study which randomly recruited 800 medical students from three government and five private medical colleges. Their responses on various aspects of social wellness were graded from 0-4 [never, sometimes, mostly and always]. Non-parametric methods were employed for the comparison of social wellness between the students of two types of institutes. Factor analysis was run to extract common factors in our setup. Students from public and private medical universities [public MU/private MU] acquired significantly similar scores on communication wellness. Both group of students reported that they had network of close acquaintances. Students from public institutes not only showed a significant problems solving attitude to help their fellows but also exhibited significant frankness and fairness while dealing with their social bounds. On the other hand the private MU students contributed more social time and money to community projects. Strategies should be made to involve public MU students in community projects. Private MU students need to be taught to care for their social bounds and enhance activities to share their beings with friends and family