The aim of this study was to prepare diphenhydramine hydrochloride (DPH)-loaded orally fast-disintegrating mini-tablets (OFDMTs) containing either L-aspartic acid (Asp) or L-glutamic acid (Glu) as bitterness-suppressa...The aim of this study was to prepare diphenhydramine hydrochloride (DPH)-loaded orally fast-disintegrating mini-tablets (OFDMTs) containing either L-aspartic acid (Asp) or L-glutamic acid (Glu) as bitterness-suppressant, to characterize the prepared tablets and to evaluate their bitterness under conditions mimicking those of the oral cavity. The preparation of five formulation batches of the OFDMTs involved mixing DPH, with or without two different concentrations of Asp or Glu, and a premix containing a disintegrating agent. When all ingredients were well mixed, the mixture was directly compacted to form small (4 mm diameter) DPH-loaded OFDMTs. There were only small differences between the tablets with respect to mass, diameter, width and hardness. The disintegration times of the five formulation batches of DPH-loaded OFDMTs were measured using the OD-mate, a disintegration test apparatus in which conditions resemble those of the oral cavity. The disintegration times were all within 10 s of exposure to a medium representing the inside of the oral cavity. Rapid release profiles were observed for DPH, Asp and Glu in these dissolution tests. The taste sensor outputs of samples taken at different times (5 - 30 s) from the dissolution test solutions of the four DPH-loaded OFDMTs containing Asp or Glu were significantly inhibited compared with those of control DPH-loaded OFDMT. These results suggest that the inclusion of Asp or Glu in DPH-loaded OFDMTs is sufficient to mask bitterness in the oral cavity for the first 30 s after the tablet is placed in the mouth. It is anticipated that swallowing will have taken place within 30 s.展开更多
目的:探讨Mini-CEX评价量表在胸外科临床示教中的应用价值。方法:在胸外科临床示教课程中,针对我校临床本科学生(382人),采用随机分组方法分为试验组和对照组。对照组190人,采用传统示教模式,试验组192人,采用Mini-CEX评价量表进行示教...目的:探讨Mini-CEX评价量表在胸外科临床示教中的应用价值。方法:在胸外科临床示教课程中,针对我校临床本科学生(382人),采用随机分组方法分为试验组和对照组。对照组190人,采用传统示教模式,试验组192人,采用Mini-CEX评价量表进行示教。对比两组学生期末成绩、课堂表现、教学满意度情况。结果:试验组期末成绩表现为优秀的学生明显多于对照组(80 vs 59,P<0.05),在课堂表现中,试验组学生课堂提问率明显高于对照组(37.5%vs 19.5%,P<0.05),试验组在各项教学满意度上,“非常满意”人数明显高于对照组(76 vs 45,P<0.05,124 vs 71,P<0.05,121 vs 99,P<0.05)。结论:在胸外科临床示教中,引入Mini-CEX评价量表有助于调动学生的积极性,培养学生的自主学习能力,促进达成教学目标。Mini-CEX评价量表是持续改进学生学习和促进学生发展的重要手段,值得推广应用。展开更多
文摘The aim of this study was to prepare diphenhydramine hydrochloride (DPH)-loaded orally fast-disintegrating mini-tablets (OFDMTs) containing either L-aspartic acid (Asp) or L-glutamic acid (Glu) as bitterness-suppressant, to characterize the prepared tablets and to evaluate their bitterness under conditions mimicking those of the oral cavity. The preparation of five formulation batches of the OFDMTs involved mixing DPH, with or without two different concentrations of Asp or Glu, and a premix containing a disintegrating agent. When all ingredients were well mixed, the mixture was directly compacted to form small (4 mm diameter) DPH-loaded OFDMTs. There were only small differences between the tablets with respect to mass, diameter, width and hardness. The disintegration times of the five formulation batches of DPH-loaded OFDMTs were measured using the OD-mate, a disintegration test apparatus in which conditions resemble those of the oral cavity. The disintegration times were all within 10 s of exposure to a medium representing the inside of the oral cavity. Rapid release profiles were observed for DPH, Asp and Glu in these dissolution tests. The taste sensor outputs of samples taken at different times (5 - 30 s) from the dissolution test solutions of the four DPH-loaded OFDMTs containing Asp or Glu were significantly inhibited compared with those of control DPH-loaded OFDMT. These results suggest that the inclusion of Asp or Glu in DPH-loaded OFDMTs is sufficient to mask bitterness in the oral cavity for the first 30 s after the tablet is placed in the mouth. It is anticipated that swallowing will have taken place within 30 s.
文摘目的:探讨Mini-CEX评价量表在胸外科临床示教中的应用价值。方法:在胸外科临床示教课程中,针对我校临床本科学生(382人),采用随机分组方法分为试验组和对照组。对照组190人,采用传统示教模式,试验组192人,采用Mini-CEX评价量表进行示教。对比两组学生期末成绩、课堂表现、教学满意度情况。结果:试验组期末成绩表现为优秀的学生明显多于对照组(80 vs 59,P<0.05),在课堂表现中,试验组学生课堂提问率明显高于对照组(37.5%vs 19.5%,P<0.05),试验组在各项教学满意度上,“非常满意”人数明显高于对照组(76 vs 45,P<0.05,124 vs 71,P<0.05,121 vs 99,P<0.05)。结论:在胸外科临床示教中,引入Mini-CEX评价量表有助于调动学生的积极性,培养学生的自主学习能力,促进达成教学目标。Mini-CEX评价量表是持续改进学生学习和促进学生发展的重要手段,值得推广应用。
