Ruba

I am currently a first-year pharmacy student with a strong interest in the pharmaceutical and manufacturing industry. My short-term goal is to excel in my coursework and gain foundational knowledge in pharmaceutical sciences while building practical experience through internships or research opportunities in the industry. Long-term, I aspire to take on a leadership role within a pharmaceutical company, contributing to the development and production of innovative therapies that improve patient outcomes.

I believe my most important professional skills are communication, relationship-building, flexibility, and creative thinking. These qualities help me collaborate effectively with others, adapt to new challenges, and approach problems with innovative solutions. My curiosity and drive to explore complex systems align well with the dynamic and evolving nature of pharmaceutical manufacturing. These strengths will enable me to contribute meaningfully to team-based projects and industry advancements.

To achieve my goals, I plan to actively seek internships or part-time roles within pharmaceutical companies to gain hands-on experience. I will participate in workshops and seminars to enhance my technical and soft skills, particularly in communication and relationship-building. Additionally, I intend to network with professionals in the industry and join relevant organizations to build connections and gain insights into emerging trends. By integrating academic excellence with practical expertise and continuous learning, I aim to pave the way for a fulfilling career in the pharmaceutical industry.

AssignmentsUpdated: 04-17-25

Assignments: Ruba

Physiology(224) Level 4

250417061239__.pdf (.pdf) 2.01mb

Assignments: Ruba

Pathogenic microorganisms (222) Level 4

250416080016_Manual_for_Student_2025_Level_4.pdf (.pdf) 10.31mb

Assignments: Ruba

Solid and Semisolid Dosage Forms(221) Level 4

250416075850_Soft_skills_activity_model_D_4_.pdf (.pdf) 0.60mb

Assignments: Ruba

Pharmacogenomics(223) Level 4

Course Number/Name: PHARM 223 / Principles of Pharmacogenomics

Level: 4

Due Date: 12/03/2025

Activity Title:

Building a 3D Model of insulin

Activity Description:

The student will learn to construct a 3D model of insulin, a crucial protein for regulating blood

glucose levels. Through constructing a model of insulin, the student will gain a comprehensive

understanding of its structure and function in regulating blood glucose levels. This hands-on

activity will enhance their grasp of molecular biology, illustrating how insulin facilitates the

absorption of glucose by cells. Additionally, it will provide insights into the significance of

insulin in managing diabetes, fostering a deeper appreciation of its role in human health. This

experience will not only improve their theoretical knowledge but also develop practical skills

in modeling complex biological molecules.

Activity Objectives (Target Competence mapped to CLOs & PLOs):

The learner will be able to CLO PLO

1. Outline protein synthesis, structure, regulations, and their clinical

implications 1.2 1.1.1

1.1.2

2. Identify and navigate through reliable databases to investigate

molecular variability-induced diseases, and optimize drug

therapy

2.1

2.1.1

2.1.4

3. Enhance awareness of the impact of metabolism and genetics on

drug development, diagnostic testing, and personalized therapy 3.1 3.2.2

Activity setting:

o Others: Assignment and presented in classroom

Additional Information/forms needed:

Follow the link to download the form and watch the instruction video.

Reference:

https://pdb101.rcsb.org/learn/paper-models/insulin

250328101856_IMG_7324.jpeg (.jpeg) 1.35mb

Assignments: Ruba

Drug Information (226) Level 4

Course Number/Name: 226 PHRM

Level: 4

Due Date: Week 4

Activity Title:

Responding to Drug Information request (Phone call simulation)

Activity Description:

This activity will be conducted as a group activity.

Before the Lab:

• Students will provide their mobile phone numbers to the course instructors.

• Student should review textbook chapter 3, DI phone call intake and evaluation forms.

During the lab

• Each group will receive a simulated phone call from a healthcare provider (HCP/patient).

• Course TA will select the student who will respond to the call for each lab.

• Students should apply the systematic approach to receiving DI questions and utilize the

DI intake form.

• The student should respond that he/she will get back to the caller in 30 minutes.

• During the next 30 minutes, the group should categorize the question AND search at least

TWO tertiary resources to answer the question.

• DI response sheet should be then completed with the answer and submitted

electronically before leaving the lab

Activity Duration:

45 minutes

Activity Objectives (Target Competence mapped to CLOs & PLOs):

The learner will be able to CLO PLO

8. Provide basic drug information service using different tertiary

resources

1.1, 1.2,

1.3

2.2,

2.3

9. Explore different tertiary resources (electronic and hardcopy) 1.3, 2.2 2.3.1,

10. Implement the 7-steps for answering drug information request in

a systematic and structured fashion (Receive >> Obtain >> Categories

>> Develop >> Perform >> Formulate >> Document)

1.2, 1.3,

2.1, 2.6,

2.8, 3.1,

3.2

2.2.2,

2.2.3,

2.2.4,

2.2.5,

2.2.8,

2.4.5

11. Communicate effectively and professionally when providing drug

information services 2.8, 3.2

2.6,

3.1,

3.2

250328101008_DI_Request_Intake_Form_2.pdf (.pdf) 0.60mb

Assignments: Ruba

Drug action (225) Level 4

Activity Title:

Quantitative structure-activity relationship (QSAR)

Activity Description:

The group of students (3 students/ group) assigned with certain classes of agents, using their

knowledge from the QSAR studies. They will answer the following points:

1) According to Hansch’s equation for a given class of compounds, rationalize your answers

carefully. (3 points)

2) Suggest a substituent that would increase the activity with the help of Craig Plot. (0.5

points)

3) Explain how to have maximum possible activities for particular compounds according to

the Hansch equation. (2.5 points)

4) Calculate the LogP value for the given structures according to the information provided.

(1.5 points)

5) Based on your calculations in question 4 describe your compounds. (0.5 point)

Activity Objectives (Target Competence mapped to PLOs):

The learner will be able to predict the relationship between chemical structure and biological

activity. In addition, the learner will comprehend the effect of a drug’s chemical structure on

its interaction with a receptor to give a physiological response. In this activity, the students

can work in groups.

o 1.1.1. Integrate knowledge from foundational sciences to explain how specific drugs or

natural remedies work and evaluate their potential value in individuals and populations.

o 2.1.3. Apply standards, guidelines, and best practices related to safe and effective

medication use in individuals and populations.

o 2.4.1 Critically appraise scientific and health-related research and literature.

o 2.4.4. Communicate in a manner that values team-based decision making.

o 3.1.2. Take responsibility for creating and achieving shared goals, regardless of position.

o 3.2.1. Work effectively with pharmacy colleagues and individuals from other professions.

o 3.3.3 Approach tasks with a desire to learn.

Activity setting:

o Classroom

o Lab (practical lab activity)

o Hospital

o Others: Assignment

Additional Information/forms needed:

250328095941_QSAR_assignment_15_.pdf (.pdf) 0.92mb

Assignments: Ruba

213 Pharmaceutical Analysis -1-

Activity Description:
At the end of each topic a number of questions from the reference books are assigned to the
students. The questions cover titration principles, calculation skills and reading and analyzing
titration curves, charts, and spectra. Using all facilities, references, and knowledge from the
studied course to answer the assigned questions.
1) Initially, students are distributed in groups of 5 (11 groups for girls and 13 for boys),
assign a number to each and a group lead, then make a list of the groups and share it
salrubia@ksu.edu.sa.
2) The questions will be sent to the group leaders in the last teaching week of each topic
(starting week 4 and ending week 13)
3) By referring to the assigned reference books, answer the given questions in a scientific
approach based on the gained knowledge from the lectures and references.
4) The answers should be submitted in any desired format (word, PDF, PPT, --etc.) via email
to salrubia@ksu.edu.sa by each group leader on week 6 (28 Sep), week 8 (12 Oct) and week
11 (2 Nov).
5) The submitted answers’ document should include names of all the group members in
Arabic and their Student ID number.
6) Delay in submission will lead to loss of marks to all the group members and a complete set
of assignments should be submitted no later than 06 November to avoid complete loss of
marks.

241217014809__pdf_.pdf (.pdf) 3.07mb

Assignments: Ruba

Drug dispensing of liquid dosage forms.

• The students will be asked to prepare anti-cough syrup for diabetic patients in
prescription with the patient's name and number.
• A group of five students will be prepared 60 ml of diphenhydramine syrup.
• Student number 1 will calculate the weight of each ingredient to prepare 60 ml of the
syrup and make sure to use a sweetening agent appropriate for diabetic patients.
• Student number 2 will check the calculations have been done.
• Student number 3 will prepare and label the formulation.
• Student number 4 will check the label information, including the patient's name and
number, diphenhydramine concentration, frequency, color, storage condition, and
final volume of anti-cough syrup.
• Student number 5 will be practiced how to dispense the diphenhydramine syrup to
patient, including checking the patient name, number, dose, frequency, and how to
store the syrup.
• The demonstrator will act as a patient to evaluate the final activity.
Activity Objectives (Target Competence mapped to PLOs):
• The learner will be able to perform basic calculations related to compounding of the
liquid dosage forms mapped to PLOs. number 2.1.2.
• The learner will be able to demonstrate knowledge about the preparation of liquid
dosage forms mapped to PLOs. number 2.3.2.
• The learner will be able to understand the role of excipients in the preparation of liquid
dosage forms mapped to PLOs. number 2.5.
• The learner will be able to indicate problems associated with the preparation of
solutions, suspensions, emulations, colloidal systems and aerosols mapped to PLOs.
number 2.5.1.
• The learner will be able to describe different quality control tests applied to evaluate
liquid dosage forms mapped to PLOs. number 2.5.2.
• The learner will be able to recognize packaging and labelling instructions of liquid
dosage forms mapped to PLOs. number 2.6.2.
• The learner will be able to perform basic calculations related to quantity of each
excipient in the liquid dosage forms master formula mapped to PLOs. number 1.2.3 and
2.1.2.
• The learner will be able to practice how to obtained information from pharmacopeia,
books, and official web sites in the internet mapped to PLOs. number 1.1.3 and 1.2.4.
• The learner will be able to adhere to good laboratory practices in preparing liquid
dosage forms mapped to PLOs. number 3.3.3.
• The learner will be able to demonstrating a commitment to continuance improvement
of compounding skills mapped to PLOs. number 3.3.2.

241130072100__.pdf (.pdf) 2.93mb

Assignments: Ruba

Identify the clinical manifestation of vitamin and mineral deficiencies

Activity Description:
Objective:
This activity promotes teamwork, communication, and presentation skills.
Instructions:
1. Group Formation:
of 3 students.
- Students will be divided into small groups, with each group containing a maximum
2. Topic Selection:
- Each group will choose a vitamin or mineral that is important for human health.
3. Research and Presentation:
The students will research and present the following:
- The role of the chosen vitamin or mineral in the human body.
- The clinical manifestations of deficiency for the selected topic.
- The therapeutic approaches to treat such deficiencies.
Skills Developed:
- Teamwork
- Communication
- Presentation skills
Activity Objectives (Target Competence mapped to PLOs):
2.3.1 collect subjective and objective data related to patients, medications, allergies/adverse
reactions, and diseases from various sources (chart/electronic health records, pharmacist-
records, and patient/family interviews).
2.3.3 Design care plans and recommendations that are evidence-based and patient centered.

241130071928_445201992.pdf (.pdf) 0.77mb

Assignments: Ruba

Structural Drawing and Characterization of Selected Drugs

Student(s) will be provided with a list of generic names of 3 drugs and for each drug:
• Explore structure
• Draw through Chem Draw Program.
• Name the heterocyclic ring(s), if present.
• Point out the different functional group(s) present in each drug
• Provide IR spectrum for the main function groups in the structure
Activity Objectives
The learner will be able to
- Draw the chemical structure of pharmaceutical compounds using suitable
ChemDraw program, CLO 2.3 > < PLO 2.6.2.
- Analyse the spectroscopic information (spectra) of organic compounds that confirm
their chemical structures. CLO 2.4 > < PLO 2.6.3.
- Behave in ways that convey a professional image such as adherence to
deadlines, punctuality, compliance to class rules and regulations. CLO 3.1 > <
PLO 3.4.1.
- Increase awareness in how to communicate with instructors and university staff.
Besides, utilize appropriate databases for literature search. CLO 3.3 > < PLO 3.2.1 and
3.2.2.

241130070030__.pdf (.pdf) 1.42mb

Assignments: Ruba

Assignment 1: Medication history with a relative