Pharmaceutical and in vitro therapeutic equivalence studies of ketoprofen enteric coated 100 mg tablets

The objective of this study was to assess the quality of six different brands of enteric coated Ketoprofen 100 mg tablets, KPB[2] to KPB[6] are available in commercial market of Karachi, Pakistan, while KPB[1] was obtained from international source. We performed different physico-chemical assessments i.e. weight variation, diameter, hardness, friability, thickness, disintegration, content uniformity, assay and dissolution test. Results of all the investigations were found to be in adequate limits. Also pharmaceutical equivalence was determined by selecting different tests and assay assessment. Furthermore, in vitro therapeutic equivalence was also estimated at phosphate buffer pH 6.8 and 7.5. Results were evaluated by one way ANOVA, model independent and model dependent methods. ANOVA results showed that release behaviour were found to be similar as p values >0.05, also KPB[1] - KPB[6] followed Weibull model at different dissolution media. Results indicated that innovator and brands not only passes the pharmaceutical equivalence assessment but also comply with the in vitro therapeutic equivalence

Perception and attitude of pharmacy students towards learning tools

Use of technology in education has increased worldwide. Teaching methodologies are shifting from traditional classroom lectures to e-learning and computer-based learning. Pakistani students are also now fathoming necessity of acquiring tools for strengthening their knowledge and skills. The objective of present study was to analyze the shifting trends [perception and attitudes] of Pakistani Pharmacy students towards learning tools. A survey based study conducted on 296 students from various years of Pharmacy, studying in a state owned university, Karachi, Pakistan. This study was initially piloted and Cronbach's-alpha was computed for evaluation of internal consistency of questionnaire [for perception; 0.660, for attitude; 0.777 respectively]. Data was computed by SPSS, version 16 [Crosstab] and Chisquare [P=0.05]. Most of the students strongly agreed [53%; [CHI][2]=495;P<0.05] that introducing technology will improve learning; books are reliable reading source [53%; [CHI][2]=437.23;P<0.05] or book-reading is essential [50%; [CHI][2]=360.36;P<0.05] while others disagreed that they only study from class lectures [31%; [CHI][2]=17.22;P<0.05]; not take classes [41%; [CHI][2]=48.21;P<0.05]; have used software [44%; [CHI][2]=46.54; P<0.05]. Majority of the students agreed on incorporating technology to improve learning. Other factors such as unavailability and expenditure of books influenced their ability to learn. This study might assist policy makers in developing policies that could improve learning