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Related Concept Videos

Radical Reactivity: Overview01:11

Radical Reactivity: Overview

2.2K
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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Radical Reactivity: Electrophilic Radicals01:02

Radical Reactivity: Electrophilic Radicals

2.0K
Radicals adjacent to electron‐withdrawing groups are called electrophilic radicals. These radicals readily react with nucleophilic alkenes. For example, the malonate radical, in which the radical center is flanked by two electron‐withdrawing groups, reacts readily with butyl vinyl ether, which consists of an electron‐donating oxygen substituent. The reaction between electrophilic malonate radical and nucleophilic vinyl ether is favored because the radical has a...
2.0K
Radical Reactivity: Nucleophilic Radicals01:16

Radical Reactivity: Nucleophilic Radicals

2.2K
Radicals adjacent to electron-donating groups are called nucleophilic radicals. These radicals readily react with electrophilic alkenes. The SOMO–LUMO interactions are the driving force for the reaction, where the high-energy SOMO of the electron-rich, nucleophilic radicals interacts with the low-energy LUMO of the electron-deficient, electrophilic alkenes. Such SOMO–LUMO interactions are the basis of reactive radical traps, affecting the selectivity in radical reactions. For...
2.2K
Radical Formation: Overview01:03

Radical Formation: Overview

2.3K
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...
2.3K
Radical Formation: Abstraction00:47

Radical Formation: Abstraction

3.7K
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.
Even though homolysis produces radicals, it is different from radical...
3.7K
Radical Substitution: Allylic Chlorination01:31

Radical Substitution: Allylic Chlorination

2.7K
Typically, when alkenes react with halogens at low temperatures, an addition reaction occurs. However, upon increasing the temperature or under reaction conditions that form radicals, providing a low but steady concentration of halogen radicals, allylic substitution reaction is favored. This is because allylic hydrogens are very reactive as the formed intermediate is resonance stabilized. For example, when propene is treated with chlorine in the gas phase at 400 °C, it undergoes allylic...
2.7K

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Updated: Oct 22, 2025

Bridging the Technology Divide in the COVID-19 Era: Using Virtual Outreach to Expose Middle and High School Students to Imaging Technology
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Readiness for Medical School: a Radical Proposal.

Nancy R Angoff1, Michael L Schwartz1

  • 1Yale School of Medicine, Office of Education, Harkness D, 367 Cedar Street, New Haven, CT 06510 USA.

Medical Science Educator
|August 30, 2021
PubMed
Summary
This summary is machine-generated.

Medical school readiness involves multiple growth aspects, including cognitive development typically maturing in the late twenties. Proving readiness could involve a year of public-facing work demonstrating accountability and reliability.

Keywords:
AdmissionsCognitive developmentJob experienceMedical educationNeuro developmentReadiness

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Area of Science:

  • Medical education
  • Adolescent and adult development
  • Sociology of health

Background:

  • Medical school readiness encompasses physiological, psychological, educational, and sociological growth.
  • Full cognitive and neurodevelopment, including higher-order adult thinking, generally concludes by the late twenties.
  • Understanding social determinants of health and patient care requires real-world experience.

Discussion:

  • Current medical school readiness assessments may not fully capture essential life skills.
  • A proposed requirement is a year of public-facing employment to demonstrate responsibility, reliability, and accountability.
  • Supervisor documentation of job performance would serve as evidence of these essential traits.

Key Insights:

  • Readiness for medical training extends beyond academic achievement.
  • Practical experience in public-facing roles cultivates crucial soft skills for healthcare professionals.
  • Accountability and reliability are foundational for effective patient care and medical practice.

Outlook:

  • This proposal could enhance the preparedness of medical school applicants.
  • Implementing such a requirement may lead to more well-rounded and competent future physicians.
  • Further research could explore the impact of work experience on medical student success and patient outcomes.