6 research outputs found
Solvent Effect on the Preparation of Ionic Cocrystals of dl -Amino Acids with Lithium Chloride: Conglomerate versus Racemate Formation
No full textThe hydrophobic dl-amino acids alanine, valine, leucine, and isoleucine have been cocrystallized with LiCl via solid-state and solution methods, and the effect of preparation conditions and solvent choice on the racemic versus conglomerate formation has been investigated. For the sake of comparison, enantiopure l-amino acids have also been reacted with LiCl in the same experimental conditions. With dl-alanine only, a racemic ionic cocrystal of formula dl-alanine·LiCl·H2O is obtained, irrespective of the preparation conditions, while the amino acids dl-valine and dl-leucine undergo spontaneous chiral resolution when MeOH is used in ball milling conditions, yielding monohydrated conglomerates, which at ambient conditions convert over time into the racemic ionic cocrystals dl-Val·LiCl·H2O and dl-Leu·LiCl·1.5H2O; these racemic ionic cocrystals (ICCs) are otherwise obtained in a single step if water is employed instead of MeOH, both in ball milling and solution conditions. dl-Isoleucine behaves differently, and product characterization is complicated by the presence of dl-alloisoleucine (dl-aIle) in the commercial starting material; solution crystallization in the presence of excess LiCl, however, unexpectedly results in the formation of the alloisoleucine conglomerate d-aIle·LiCl·H2O and l-aIle·LiCl·H2O, together with unreacted dl-isoleucine. Solid-state syntheses of the ionic cocrystals proceed in most cases via formation of intermediate metastable polymorphs; phase identification and structural characterization for all ICCs have been conducted via single crystal and/or powder X-ray diffraction
FRED at SCHOOL
No full textThis is an “Audience development” project conceived for secondary schools, in all
European countries. Its objective is raising awareness of European films and
culture among young people (students aged 14 - 16).
It will promote film education with screenings in schools, supported by internet
radio - the radio will be used as an alternative way to promote film literacy in
most European languages. Students will also be involved in the creation of radio
content in their own native language. It is therefore a film literacy project which
also includes training in effective film radio communication
Co-Crystalline Solid Solution Affords a High-Soluble and Fast-Absorbing Form of Praziquantel
No full textPraziquantel (PZQ) is a chiral class-II drug, and it is used as a racemate for the treatment of schistosomiasis. The knowledge of several cocrystals with dicarboxylic acids has prompted the realization of solid solutions of PZQ with both enantiomers of malic acid and tartaric acid. Here, the solid form landscape of such a six-component system has been investigated. In the process, two new cocrystals were structural-characterized and three non-stoichiometric, mixed crystal forms identified and isolated. Thermal and solubility analysis indicates a fourfold solubility advantage for the newly prepared solid solutions over the pure drug. In addition, a pharmacokinetic study was conducted in rats, which involved innovative mini-capsules for the oral administration of the solid samples. The available data indicate that the faster dissolution rate of the solid solutions translates in faster absorption of the drug and helps maintain a constant steady-state concentration
Co-Crystalline Solid Solution Affords a High-Soluble and Fast-Absorbing Form of Praziquantel
No full textPraziquantel (PZQ) is a chiral class-II drug, and it
is used as
a racemate for the treatment of schistosomiasis. The knowledge of
several cocrystals with dicarboxylic acids has prompted the realization
of solid solutions of PZQ with both enantiomers of malic acid and
tartaric acid. Here, the solid form landscape of such a six-component
system has been investigated. In the process, two new cocrystals were
structural-characterized and three non-stoichiometric, mixed crystal
forms identified and isolated. Thermal and solubility analysis indicates
a fourfold solubility advantage for the newly prepared solid solutions
over the pure drug. In addition, a pharmacokinetic study was conducted
in rats, which involved innovative mini-capsules for the oral administration
of the solid samples. The available data indicate that the faster
dissolution rate of the solid solutions translates in faster absorption
of the drug and helps maintain a constant steady-state concentration
Narrative of biosafety processess during clinical training in a school of dentistry
No full textAntecedentes: Las prácticas clínicas en la formación odontológica permiten a los estudiantes interactuar con pacientes bajo la supervisión de docentes. En la Universidad El Bosque, estas prácticas se realizan desde el sexto hasta el décimo semestre, incluyendo el proceso de bioseguridad. La bioseguridad implica medidas y normas preventivas para controlar factores de riesgo laborales biológicos, físicos o químicos, evitando impactos nocivos. Estudios internacionales han medido el cumplimiento de estos protocolos, revelando generalmente una brecha entre teoría y práctica, pero sin profundizar en la experiencia concreta. Las narrativas se usan para comprender y dar sentido a experiencias humanas, describiendo y formando parte de los acontecimientos. Desde este enfoque se busca ampliar la comprensión de la implementación de medidas de bioseguridad en la formación clínica odontológica en un espacio situado Objetivo: Explorar y comprender a profundidad la experiencia de implementación de la bioseguridad por parte de estudiantes de pregrado en una facultad de odontología. Metodología: Este estudio cualitativo utilizó un método narrativo. Dos estudiantes (investigadoras) crearon una narrativa sobre su experiencia en la implementación de prácticas de bioseguridad durante su formación clínica. A partir de esta experiencia, las investigadoras analizaron la estructura narrativa, los personajes involucrados y sus relaciones, así como los atributos y características de las prácticas de bioseguridad en la clínica. Resultados: Las narrativas muestran que existen protocolos de bioseguridad que los estudiantes incorporan, desde la teoría, en los inicios de su proceso de aprendizaje. Al iniciar su formación clínica, es evidente la intención de cumplir estrictamente dichos protocolos, pero la realidad de la clínica impone diversas dinámicas administrativas y relacionales, que empiezan a dificultar el cumplimiento de lo definido en la norma. Estas tensiones se manifiestan en dudas sobre lo aprendido, omisión de pasos en los protocolos, falta de seguimiento y control y retrasos en el proceso de la atención clínica. Todo esto acompañado de sensaciones de temor por no cumplir con los protocolos y por la interferencia que estos pueden causar en el proceso clínico. Estas circunstancias llevan a que los estudiantes, durante la cotidianidad de la clínica se vean obligados a adaptar los protocolos de bioseguridad a cada reto que impone la práctica Conclusión: El proceso de formación clínica en odontología confronta la experiencia práctica de los estudiantes con los conocimientos adquiridos, algo común en cualquier proceso de aprendizaje. En bioseguridad se espera que los protocolos teóricos correspondan estrictamente con la práctica. Sin embargo, la práctica revela que es imposible una correspondencia total entre el ideal del protocolo y la realidad clínica cotidiana. Esto implica que los estudiantes asuman una negociación constante entre el ideal y los desafíos diarios, lo que con el tiempo se convierte en un conocimiento práctico que les permite alcanzar sus objetivos académicos, sin poner en riesgo a sus pacientes y a ellos mismos. Estas reflexiones son posibles, gracias a los abordajes narrativos que, al profundizar en la experiencia de aprendizaje, permiten generar aportes más cercanos a las realidades del proceso de formación en las clínicas odontológicas.Grupo de investigación INVBOCA–Investigacón en salud bucal pública y comunitariaOdontólogoPregradoBackground: Clinical practices at Universidad El Bosque start in X semester and they allow students to interact with patients while supervised by teachers, including biosafety processes, which include all related to controlling said aspects. Studies have assessed compliance with these and report a gap between theory and practice. Narratives are used to understand and give sense to human experiences, so with these, a further understanding of said measures is sought. Objective: to explore and understand in depth the experience of biosafety implementation by undergraduate students in a school of dentistry. Methods: A narrative method by two students regarding their experience with the implementation of biosafety practices during clinical practice and analysing the structure, characters involved, relations, attributes and characteristics of said practices. Results: Narratives showed that students incorporated biosafety protocols during training but clinical reality imposes certain administrative and relation dynamics which start making it difficult. These tensions manifest as doubts regarding what was learned, omitting steps, lack of follow-up and clinical attention delays, generating anxiety for not complying with the protocols and the outcome it may have. These lead students to adapt the protocols to each situation as required. Conclusion: Biosafety protocols are expected to conform to practice; however, it reveals that a total correspondence between the ideal and clinical reality is not always possible. This implies that students assume a negotiation between theory and daily challenges transforming into a practical knowledge, allowing them to reach their objectives without putting themselves or patients in risk. These reflections are possible due to the narrative approach towards learning which allow closer contribution to the realities of the process of dentistry clinical training
Didactic virtual teaching strategies for learning in Dentistry
No full textLa educación virtual en odontología es un tema difícil de tratar y de entender, ¿cómo podemos formar odontólogos a distancia?, se ha hablado de mejorar el proceso de enseñanza-aprendizaje haciendo hincapié en la importancia de usar técnicas innovadoras.Virtual education in dentistry is a difficult subject to deal with and understand, how can we train dentists at a distance, there has been talk of improving the teaching-learning process by emphasizing the importance of using innovative techniques.EspecializaciónL'enseignement virtuel en dentisterie est un sujet difficile à traiter et à comprendre, comment pouvons-nous former les dentistes à distance, il a été question d'améliorer le processus d'enseignement et d'apprentissage en soulignant l'importance de l'utilisation de techniques innovantes
