Browsing by Author "Alghamdi, Abdulaziz"

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Fabrication and evaluation of bilayer mucoadhesive buccal films containing lidocaine IN-VITRO Study
(Queen Mary University of London, 2024) Alghamdi, Abdulaziz; Mangala, Patel
Background: The topical route can be the first line in treating most oral lesions. It offers a faster effect through direct contact with the lesions and protects the patient from unnecessary systemic absorption of chemicals with the oral route. Additionally, topicals take maximum benefits from drugs by preventing the extensive biotransformation of the drugs via the hepatic first pass. The drawback of conventional topical vehicles is the short resident time; the saliva washout shortens the contact time ,which decreases the efficacy. The aim of this project is to create optimal polymeric bilayer mucoadhesive buccal films incorporating 5% lidocaine hydrochloride (LDC HCL) (weight-to-weight ratio of the polymer) to potentially relieve pain from mucosal lesions for buccal administration. Materials and method: The delivery system was made by two layers, mucoadhesive releasing layer which made by range of polymers in different ratio (HPMC K15M, HPMC K4M and PVP) and protective backing layer were made by EC to ensure unidirectional release. The films were made in mono and bilayer, drug free and drug loaded. Additionally, the system was evaluated by measuring the water uptake behaviour, folding endurance, drug content, drug release, FTIR and XRD. Results: fabricated films were smooth, translucent and they had no visible defects. The film thickness was within the ideal thickness of mucoadhesive buccal delivery systems according to literature. Maximum swelling index for HPMC K4M monolayer films reached ~ 828 % at 25 minutes, introducing PVP to the film decrease and accelerate the swelling, maximum swelling reached ~ 741 % at 15 minutes. Adding hydrophobic layer (EC) results in dramatic decrease in swelling by 625 % and 546 %, for HPMC and HPMC + PVP monolayer films, respectively. Moreover, EC layer slow down water sorption, as the maximum swelling reached at 90 minutes for HPMC films, and it extend the swelling of HPMC + PVP films to achieve maximum swelling at 45 minutes. Conclusion: the fabricated novel delivery system showed promising results and it can be a better effective alternative for topical analgesics delivery.
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Universal design for learning in saudi context: assessing faculty readiness
(Saudi Digital Library, 2023-11-28) Alghamdi, Abdulaziz; McMahon, Don
The absence of an inclusive learning environment raises concerns about the equitable educational outcomes for all learners. This study aims to assist educators in providing additional support to learners with disabilities attending public schools and accessing the standard curriculum. Consequently, the research shed light on potential factors contributing to this deficiency within the context of Saudi Arabia. Assessing instructors' readiness to implement the Universal Design for Learning (UDL) framework may provide valuable insights into the state of educational institutions and their adoption of inclusive learning environments in higher education. The study's participants are faculty members from education colleges, drawn from 28 universities in Saudi Arabia. A survey conducted involving 162 faculty members to collect data for analysis. This research design incorporates descriptive statistics, which enables the researcher to summarize data regarding instructors' familiarity with and use of the UDL framework in their classrooms. These statistics provide a quantitative description of the study's items. The online survey is the chosen research method for collecting data, well-suited for descriptive research. The results also indicated that more than half of the faculty members lack experience in teaching students with disabilities or have limited knowledge of UDL and creating accessible learning environments. There are calls for building redesigns to support disability accommodations and to enhance communication between faculty, students, and access centers. The study's findings underscore the significance of training in promoting more inclusive teaching practices, emphasizing the need for ongoing professional development. Many faculty members have limited experience in teaching students with disabilities, although some have had positive teaching experiences. Challenges include resource limitations, insufficient training, and inadequate infrastructure. Based on the study's findings, this research suggests implications for policy and practice, along with recommendations for improving UDL implementation involve training, accessible resources, and administrative support, and guiding future research.
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