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The aim of the study was to develop and evaluate the Ginkgo biloba nanocomplex gel (GKNG) as a long-acting formulation for the wound healing potential. Pharmaceutical analysis showed an average particle size of 450.14 ± 36.06 nm for GKNG, zeta potential +0.012 ± 0.003 mV, and encapsulation efficiency 91 ± 1.8%. The rheological analysis also showed the optimum diffusion rate and viscosity needed for topical drug delivery. Fourier transform infrared spectroscopy (FTIR), powder X-ray diffractometry (PXRD), scanning electron microscopy (SEM), and transmission electron microscopy (TEM) analysis further confirmed the success of GKNG. The in vivo study showed increments in the antioxidant enzymes superoxide dismutase (SOD) and glutathione peroxidase (GPx) and a lower level of lipid peroxidation (MDA) after GKNG treatment. The GKNG group showed upregulations in collagen type I, as alpha 1 collagen (COL1A1), and collagen type IV, as alpha 1 collagen (COL4A1). Furthermore, the in vivo study showed increments in hydroxyproline, epidermal growth factor (EGF), vascular endothelial growth factor (VEGF), and transforming growth factor-beta 1 (TGF-β1) after the GKNG. Additionally, GKNG effectively increased the wound contraction compared to GK gel and sodium alginate (SA) gel. Based on the in vitro and in vivo evaluation, GKNG effectively accelerated wound healing by modulation of antioxidant enzymes, collagens, angiogenic factors, and TGF-β1.

Background: In the self-regulated learning theory, metacognition refers to “skills that enable learners to understand and monitor their cognitive process”. Two categories of metacognition were described as knowledge of cognition and regulation of cognition. Metacognition skills enable learners to understand and monitor their cognitive processes. Metacognitive skills are necessary for curriculum delivery and should be taught. Students with metacognitive skills are expected to perform better and the present research provides evidence and recommends metacognition to be taught in future curriculum practice.Methodology: Metacognition awareness inventory (MAI) score was collected to determine students’ metacognitive skills in declarative, procedural, and conditional knowledge as well as the process involved in its planning, monitoring, and evaluation. Another purpose of this study was exploratory, to determine the validity of the MAI in terms of statistical relationship between metacognitive skills as knowledge of cognitive factor (KCF) and regulation of cognitive factor (RCF). Knowledge monitoring accuracy (KMA) as the difference between students' estimated Score (SES) versus actual knowledge on tests was also calculated, both in written OBA and EMQ (KMAW) and clinical tests OSCE (KMAC). MAI score was analyzed using Pearson correlation coefficient with academic achievement at the end of semester assessment (EOSA) both in written (EOSAW) and clinical (EOSAC) testsResult: A mean score of 39.07 (6.68) for MAI and 24.13 (14.24) for KMAW and KMAC was found with a high standard deviation. A negative correlation between MAI and EOSAW (-0.029) and MAI and EOSAC (-0.187), while a high correlation between MAI and KCF = 0.808, MAI and RCF (0.920) were found (p<0.001). The correlation between KCF and RCF was moderately high (0.559, p <.001). A negative correlation was also found between KMAW and EOSAW (-0.392). The correlation of EOSA achievement score and KFC and RCF was also negative at -0.002 and -0.100 respectively. A mixed insignificant (p>0.05) correlation was among MAI, KMA, and SES for individual instruments.Conclusion: A poor correlation of metacognitive skills and achievement scores indicates students’ unrealistic self-evaluation of cognition for knowledge and regulation. This suggests curriculum delivery to incorporate students’ awareness about metacognition in their learning process.

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