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Related Concept Videos

Radical Reactivity: Overview01:11

Radical Reactivity: Overview

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Radicals, the highly reactive species, gain stability by undergoing three different reactions. The first reaction involves a radical-radical coupling, in which a radical combines with another radical, forming a spin‐paired molecule. The second reaction is between a radical and a spin‐paired molecule, generating a new radical and a new spin‐paired molecule. The third reaction is radical decomposition in a unimolecular reaction, forming a new radical and a spin‐paired...
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Radicals: Electronic Structure and Geometry01:07

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This lesson delves into the geometry of a radical, which is influenced by the electronic structure of the molecule. The principle is similar to that of a lone pair, where the unpaired electron influences the geometry at the radical center.
Accordingly, the structure of a trivalent radical lies between the geometries of carbocations and carbanions. An sp2-hybridized carbocation is trigonal planar, while an sp3-hybridized carbanion is trigonal pyramidal. Here, the difference in geometry is...
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Radical Formation: Overview01:03

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A bond can be broken either by heterolytic bond cleavage to form ions or homolytic bond cleavage to yield radicals. A fishhook arrow is used to represent the motion of a single electron in homolytic bond cleavage. There are two main sources from which radicals can be formed:
Radicals from spin-paired molecules:
Radicals can be obtained from spin-paired molecules either by homolysis or electron transfer. While two radicals are formed in the former, an electron is added in the...
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Radical Formation: Elimination00:51

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Another method of radical formation is the elimination process. It is the opposite of the addition route and is driven by the instability of the radical. For example, as depicted in Figure 1, dibenzoyl peroxide yields a pair of unstable radicals upon homolysis. Given its instability, this radical spontaneously undergoes elimination via a C–C bond cleavage to form a relatively more stable phenyl radical. The mechanism involves cleavage of the bond between the α and β positions...
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Radicals01:27

Radicals

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Roots, often written as radicals, identify the quantity that must be raised to a specific exponent to produce a given value. A radical expression consists of two main components: the radicand, which is the value placed inside the root symbol, and the index, which indicates the degree of the root being taken. The notation n√a indicates the principal nth root of a. If n equals 2, the operation is the square root, while n = 3 defines the cube root. When n is even, a negative radicand does...
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Radical Formation: Abstraction00:47

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The electron of an atom can be abstracted from a compound by a relatively unstable radical to generate a new radical of relatively greater stability. For example, an initiator which forms radicals by homolysis can abstract a suitable species like a hydrogen atom or a halogen atom from a compound to generate a new radical. This ability of radicals to propagate by abstraction is a crucial feature of radical chain reactions.
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Updated: May 3, 2026

Improving Student Outcomes with an Adaptable Molecular Cloning Course-Based Undergraduate Research Experience
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Radical versus Traditional Schools: Are the Graduates Different?

M Kamien1

  • 1Department of Community Practice, 328 Stirling Highway, Claremont, Western Australia, 6010.

Medical Teacher
|February 1, 2014
PubMed
Summary
This summary is machine-generated.

Role models and the hidden curriculum significantly impact medical education more than formal lessons. Both radical and traditional medical schools may overlook the profound influence of these unstated educational factors on students.

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Area of Science:

  • Medical Education
  • Sociology of Education

Background:

  • Formal curriculum is traditionally viewed as the primary driver of medical student learning.
  • The influence of informal learning, including role models and the hidden curriculum, is increasingly recognized in educational research.

Purpose of the Study:

  • To compare the relative impact of formal curriculum versus informal influences (role models, hidden curriculum) in radical and traditional medical schools.
  • To investigate whether medical schools acknowledge the strongest educational influences on their students.

Main Methods:

  • Comparative analysis of educational models in radical versus traditional medical schools.
  • Qualitative or quantitative assessment of student learning experiences and perceived influences.

Main Results:

  • The study suggests that role models and the hidden curriculum exert a more powerful learning influence than the formal curriculum.
  • Both radical and traditional medical educational models may be neglecting to address these powerful informal learning forces.

Conclusions:

  • Informal educational influences, such as role models and the hidden curriculum, are critical components of medical training.
  • Medical education programs should explicitly address and integrate the impact of the hidden curriculum and role modeling for more effective student development.