Celino, Bianca Eurielle B.

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Articles about Mathematics relating Pharmacy

Medicine and Math
Natasha Glydon Both doctors and nurses use math every day while providing health care for people around the world. Doctors and nurses use math when they write prescriptions or administer medication. Medical professionals use math when drawing up statistical graphs of epidemics or success rates of treatments. Math applies to x-rays and CAT scans. Numbers provide an abundance of information for medical professionals. It is reassuring for the general public to know that our doctors and nurses have been properly trained by studying mathematics and its uses for medicine. Prescriptions and Medication Regularly, doctors write prescriptions to their patients for various ailments. Prescriptions indicate a specific medication and dosage amount. Most medications have guidelines for dosage amounts in milligrams (mg) per kilogram (kg). Doctors need to figure out how many milligrams of medication each patient will need, depending on their weight. If the weight of a patient is only known in pounds, doctors need to convert that measurement to kilograms and then find the amount of milligrams for the prescription. There is a very big difference between mg/kg and mg/lbs, so it is imperative that doctors understand how to accurately convert weight measurements. Doctors must also determine how long a prescription will last. For example, if a patient needs to take their medication, say one pill, three times a day. Then one month of pills is approximately 90 pills. However, most patients prefer two or three month prescriptions for convenience and insurance purposes. Doctors must be able to do these calculations mentally with speed and accuracy. Doctors must also consider how long the medicine will stay in the patients body. This will determine how often the patient needs to take their medication in order to keep a sufficient amount of the medicine in the body. For example, a patient takes a pill in the morning that has 50mg of a particular medicine. When the patient wakes up the next day, their body has washed out 40% of the medication. This means that 20mg have been washed out and only 30mg remain in the body. The patient continues to take their 50mg pill each morning. This means that on the morning of day two, the patient has the 30mg left over from day one, as well as another 50mg from the morning of day two, which is a total of 80mg. As this continues, doctors must determine how often a patient needs to take their medication, and for how long, in order to keep enough medicine in the patients body to work effectively, but without overdosing. The amount of medicine in the body after taking a medication decreases by a certain percentage in a certain time (perhaps 10% each hour, for example). This percentage decrease can be expressed as a rational number, 1/10. This constant rational decrease creates a geometric sequence. So, if a patient takes a pill that has 200mg of a certain drug, the decrease of medication in their body each hour can be expressed as follows: 200, 20, 2, 1/5, 1/50, ... As you can see, the amount of medication in the body after 5 hours is quite small, almost zero. The sequence of numbers shown above is geometric because there is a common ratio between terms, in this case 1/10. This means that each hour, the amount of medication decreases by 1/10. Doctors can use this idea to quickly decide how often a patient needs to take their prescribed medication.

Ratios and Proportions Nurses also use ratios and proportions when administering medication. Nurses need to know how much medicine a patient needs depending on their weight. Nurses need to be able to understand the doctors orders. Such an order may be given as: 25 mcg/kg/min. If the patient weighs 52kg, how many milligrams should the patient receive in one hour? In order to do this, nurses must convert micrograms (mcg) to milligrams (mg). If 1mcg = 0.001mg, we can find the amount (in mg) of 25mcg by setting up a proportion.

By cross-multiplying and dividing, we see that 25mcg = 0.025mg. If the patient weighs 52kg, then the patient receives 0.025(52) = 1.3mg per minute. There are 60 minutes in an hour, so in one hour the patient should receive 1.3(60) = 78mg. Nurses use ratios and proportions daily, as well as converting important units. They have special shortcuts they use to do this math accurately and efficiently in a short amount of time. Numbers give doctors much information about a patients condition. White blood cell counts are generally given as a numerical value between 4 and 10. However, a count of 7.2 actually means that there are 7200 white blood cells in each drop of blood (about a microlitre). In much the same way, the measure of creatinine (a measure of kidney function) in a blood sample is given as X mg per deciliter of blood. Doctors need to know that a measure of 1.3 could mean some extent of kidney failure. Numbers help doctors understand a patients condition. They provide measurements of health, which can be warning signs of infection, illness, or disease. Body Mass Index In terms of medicine and health, a persons Body Mass Index (BMI) is a useful measure. Your BMI is equal to your weight in pounds, times 704.7, divided by the square of your height in inches. This method is not always accurate for people with very high muscle mass because the weight of muscle is greater than the weight of fat. In this case, the calculated BMI measurement may be misleading. There are special machines that find a persons BMI. We can find the BMI of a 145-pound woman who is 56 tall as follows. First, we need to convert the height measurement of 56 into inches, which is 66. Then, the womans BMI would be:

This is a normal Body Mass Index. A normal BMI is less than 25. A BMI between 25 and 29.9 is considered to be overweight and a BMI greater than 30 is considered to be obese. BMI measurements give doctors information about a patients health. Doctors can use this information to suggest health advice for patients. The image below is a BMI table that gives an approximation of health and unhealthy body mass indexes.

Image reproduced with permission of Health Canada

CAT Scans One of the more advanced ways that medical professionals use mathematics is in the use of CAT scans. A CAT scan is a special type of x-ray called a Computerized Axial Tomography Scan. A regular x-ray can only provide a two-dimensional view of a particular part of the body. Then, if a smaller bone is hidden between the x-ray machine and a larger bone, the smaller bone cannot be seen. It is like a shadow.

Image reproduced with permission of NeuroCognition Laboratory

It is much more beneficial to see a three dimensional representation of the bodys organs, particularly the brain. CAT scans allow doctors to see insidethe brain, or another body organ, with a three dimensional image. In a CAT scan, the x-ray machine moves around the body scanning the brain (or whichever body part is being scanned) from hundreds of different angles. Then, a computer takes all the scans together and creates a three dimensional image. Each time the x-ray machine makes a full revolution around the brain, the machine

is producing an image of a thin slice of the brain, starting at the top of the head and moving down toward the neck. The three-dimensional view created by the CAT scan provides much more information to doctors that a simple two-dimensional x-ray. Mathematics plays a crucial role in medicine and because peoples lives are involved, it is very important for nurses and doctors to be very accurate in their mathematical calculations. Numbers provide information for doctors, nurses, and even patients. Numbers are a way of communicating information, which is very important in the medical field. Another application of mathematics to medicine involves a lithotripter. This is a medical device that uses a property of an ellipse to treat gallstones and kidney stones.

Source: http://mathcentral.uregina.ca/beyond/articles/medicine/med1.html

Predictors of Academic Success in a Doctor of Pharmacy Program.

Source: American Journal of Pharmaceutical Education . Dec2006, Vol. 70 Issue 5, p1-7. 7p. Author(s): McCall, Kenneth L.; Allen, David D.; Fike, David S. Subject Terms: *LUBBOCK (Tex.) *TEXAS *ACADEMIC achievement *PHARMACY - Study & teaching University *STUDENTS -- Rating of *PHARMACY colleges *TEXAS Tech

Abstract:Objectives. To evaluate the correlation between specific prepharmacy college variables and academic success in the Texas Tech doctor of pharmacy degree program. Methods. Undergraduate and pharmacy school transcripts for 424 students admitted to the Texas Tech doctor of pharmacy degree program between May 1996 and May 2001 were reviewed in August of 2005. Statistical analyses were performed using SPSS Release 11.5. The undergraduate college variables included prepharmacy grade point-average (GPA), organic chemistry school type (2- or 4-year institution), chemistry, biology, and math courses beyond required prerequisites, and attainment of a bachelor of science (BS), bachelor of arts (BA), or master of science (MS) degree. Measurements of academic success in pharmacy school included cumulative first-professional year (P1) GPA, cumulative GPA (grade point average of all coursework finished to date), and graduation without academic delay or suspension. Results. Completing advanced biology courses and obtaining a BS degree prior to pharmacy school were each significantly correlated with a higher mean P1 GPA. Furthermore, the mean cumulative GPA of students with a BS degree was 86.4 versus cumulative GPAs of those without a BS degree which were 84.9, respectively (p = 0.039). Matriculates with advanced prerequisite biology coursework or a BS degree prior to pharmacy school were significantly more likely to graduate from the doctor of pharmacy program without academic delay or suspension (p = 0.021 and p = 0.027, respectively). Furthermore, advanced biology coursework was significantly and independently associated with graduating on time (p = 0.044). Conclusions. Advanced biology coursework and a science baccalaureate degree were significantly associated with academic success in pharmacy school. On multivariate analysis, only advanced biology coursework remained a significant predictor of success.

Diagnostic Test for Pharmacy Students as a Successful Learning and Teaching Tool Each year as A level results are published there are media reports that suggest that these exams are becoming easier. Although these are usually denied, separate studies have demonstrated a decline in the competency of students over time from 19912000. It is also interesting to note that in 1965 when grades were first awarded for A Levels the percentage of students that obtained the highest grade was capped at 10%; in 1982 this cap was removed and in 2003 38.9% of all students who took a level mathematics were awarded a grade A. This trend is also true for GCSE mathematics. The change in standards of students entering higher education has led to new strategies being employed in teaching these large groups of mixed ability. Difficulties that are faced by a teacher with a large group that has variable mathematical ability include:

Identification of those students that are struggling Finding an appropriate level at which to pitch a lecture Provision of useful feedback to all students

A well designed, graded diagnostic test is an essential tool in tackling most of these issues. The design of such a tests is critical if a realistic picture of the knowledge base of the students is to be gained. The learning outcomes of a particular lecture series should be borne in mind when designing the test and these should be tested with short, focused questions. It has been suggested that intense tests given at short notice, with no revision allowed provide the best indication of what information the students have at their fingertips and thus best represent the skills of the students. The purpose of the test should be clearly defined in order that the students gain a true reflection on their ability. The results from the test should be utilized by the teacher to best design a course that will ensure that all students achieve the learning outcomes. The students should use their personal result to evaluate their own capabilities and to gain an insight into the level of knowledge that is expected of them within each course. Immediate feedback and anonymity reduce the feeling of failure of each student, as they may be able to visualize their weaknesses and concentrate on the areas that they need to improve. Rapid analysis by the teacher is often essential due to timetabling issues whereby the next session may be scheduled within the same week. Ideally a series of lectures may be devised to specifically tackle aspects of the course. Students can choose to attend sessions on the basis of their own score within the diagnostic test; this should reduce numbers within teaching sessions and enable easier identification of those students that are struggling. In addition material relating to these subjects and practice examples may be distributed either as paper copies or within virtual learning environments. Virtual learning environments offer anonymity to students who may benefit from using practice questions; they also offer immediate feedback and can be used on an as required basis. Once set up they can be used in place of face to face sessions. Read More: http://journals.heacademy.ac.uk/doi/full/10.11120/msor.2004.04040002

A mathematical model to describe drug release from thin topical applications

Abstract Release of a thin topical application of a drug is modeled by transient diffusion between the application, the underlying stratum corneum, and a receptor. Cases treated include sudden contact of the application with drug-free stratum corneum, and initially equilibrated application and stratum corneum. The method of solution is the numerical inversion of the analytic Laplace Transform of the exact solution, which has speed, accuracy and convenience advantages over classical analytical or numerical methods for coupled linear partial differential equations. The algorithm for long-time solutions in the time domain is also found, although this has no computational advantage over the direct numerical transform inversion. Source: http://www.sciencedirect.com/science/article/pii/0378517389900215

A MATHEMATICAL DESCRIPTION OF THE FUNCTIONALITY OF CORRECTION FACTORS USED IN ALLOMETRY FOR PREDICTING HUMAN DRUG CLEARANCE
Abstract The functionality of the correction factors, maximum life-span potential (MLP), and brain weight (BrW) used in allometry is mathematically described. Correction by MLP or BrW is equivalent to a multiplication of some constants by the predicted values in humans from simple allometry, but they have no relationship to measured pharmacokinetic parameters in the animal species. The values of these constants (FMLP or FBrW) were calculated for some commonly used combinations of animal species. For all combinations of animal species, the value of FBrW is always greater than that of FMLP with a fold-increase of about 1.3 to 1.9. Different combinations of species give different values of FBrW and FMLP. In addition, the role of correction factors (MLP and BrW) or the rule of exponents (ROE) was evaluated. An intrinsic defect in using correction factors or ROE was revealed; different study designs will produce significantly different prediction results. However, ROE may still serve as a useful practical approach in predicting human CL since it was derived from real observations and has been applied to many examples. Source: http://dmd.aspetjournals.org