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Dissolution testing is frequently used to determine the rate and extent at which a drug is released from a dosage form, and it plays many important roles throughout drug product development. However, the traditional dissolution approach often emphasizes its application in quality control testing and usually strives to obtain 100% drug release. As a result, dissolution methods are not necessarily biorelevant and meaningful application of traditional dissolution methods in the early phases of drug product development can be very limited. This article will describe the development of a biorelevant in vitro dissolution method using USP apparatus 4, biorelevant media, and real-time online UV analysis. Several case studies in the areas of formulation selection, lot-to-lot variability, and food effect will be presented to demonstrate the application of this method in early phase formulation development. This biorelevant dissolution method using USP apparatus 4 provides a valuable tool to predict certain aspects of the in vivo drug release. It can be used to facilitate the formulation development/selection for pharmacokinetic (PK) and clinical studies. It may also potentially be used to minimize the number of PK studies, and to aid in the design of more efficient PK and clinical studies.

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Attention is the most powerful asset of human beings, and if correctly used, it can have numerous benefits. At the same time it is very difficult to master. A descriptive survey was conducted to assess the impact of teaching time that is classes for two hour, on attention and concentration of student nurses. The study was conducted in selected College of Nursing, Dehradun, Uttarakhand, INDIA. Ninety one student nurses were selected by simple randomization. Data was collected through self-reported checklist. Majority, 95% of the students, were between the age group of 18-22 years. Forty five percent students were from GNM group and 55% students were from B.Sc. group. Result shows that 44% students had good attention and concentration, 46% students had an average attention and concentration and 10% of students had poor attention and concentration score during the teaching-learning activities.

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