Ketoconazole has been widely used as an antifungal drug that is formulated as tablets, cream and overthecounter ketoconazole shampoo. The aim of this research was to study and to standardize an ultraviolet spectrophotometric (UVS) method, potentiometric and a high performance liquid chromatographic (HPLC) method for the determination of ketoconazole in commercially available Oromycosal® tablets. These three methods were compared and discussed with respect to their sensitivity, selectivity and readyapplicability in routine analytical work. Absorption spectra and spectrophotometric determinations were carried out on the UVS spectrophotometer. Investigated concentrations were in range from 0.003 to 0.02mg?dm3. The absorbance was measured at 224 nm. In potentiometric titrations glass and saturated (KCl) calomel electrode were used. HPLC analyses of ketoconazole were carried in the presence of econazole as internal standard. It can be concluded that the described methods are simple, fast and reliable for determination of ketoconazole in pharmaceutical preparations. The preparation of the samples is easy, the excipients do not interfere in the methods, so they can be used in routine quality control analysis., Biljana Gjorgjeska, and Literatura
The benefits of implementing interprofessional and teambased programs are well recognized. However, for interprofessional education to be effective and broadly implemented, the health professions, policymakers, insurers, academic institutions, health care providers, and regulatory bodies should embrace and adopt a new, interprofessional education framework. These stakeholders should create a shared value and vision for interprofessional health professions education, research, and practice. This vision should be patientoriented and contain a measurable component across the entire educational continuum, from admission into a health professional program through retirement. Such a framework would maximize and value the strengths of individual professions in the integrated delivery of high quality care. Finally, in creating a successful model, a series of questions should be considered: how best can team competence be measured, how should individual behavioral changes be documented when we think of individual rather than teamlevel changes, how do we create and measure performance criteria based on shared understanding and experience in the practice setting? Within academic settings, there are more specific barriers including a lack of administrative support, financial and human resources for interprofessional education, conflicts in schedules and health professions curricula, and limitations to the time required to plan and implement faculty development for interprofessional learning. Finally, despite progress, there remain regulatory and professional barriers to achieving full and meaningful implementation of effective models. Recommendations which are given emphasize that investing in research to evaluate the efficacy of continuing education and its impact on patient outcomes and the healthcare delivery system is inherent in this process., Biljana Gjorgjeska, and Literatura