Feedback mapping - The curricular cornerstone of an "educational alliance".

PURPOSE: The "educational alliance" concept articulates a collaborative framework to facilitate effective feedback through transparency of opportunities aligned with learner stage and intended educational outcomes. Using this framework, we evaluated feedback across a 5 year undergraduate medical program to support embedding a successful learner - teacher "educational alliance". METHOD: A comprehensive mapping exercise used an iterative action research process of source documentary analysis, consultations with key curriculum stakeholders and qualitative analysis. The "educational alliance" model provided a critical lens through which to ensure feedback opportunities aligned with intended learning outcomes and developmental progression. RESULTS: Key information about the type, frequency and timing of feedback opportunities was identified within 188 curricular components. The purpose and intended learning outcomes were mapped, aligning with the stage of learning and with an expectation of supporting learners' capacity for self-regulation. This focus providing clear articulation of feedback opportunities supported the longitudinal developmental curricular review, and facilitated enhanced awareness of dialogic feedback within the "educational alliance". CONCLUSIONS: Explicit alignment of learning intentions between learner and educator is key to forming a successful "educational alliance". The feedback map provides clarity ensuring mutual understanding of intended learning outcomes. The iterative process additionally certified feedback aligned with maturing learner developmental needs across the program.

Identification of potential Zika virus NS2B-NS3 protease inhibitors via docking, molecular dynamics and consensus scoring-based virtual screening.

The Zika virus has recently become a subject of acute interest after the discovery of the link between viral infection and microcephaly in infants. Though a number of treatments are under active investigation, there are currently no approved treatments for the disease. To address this critical need, we screened more than 7 million compounds targeting the NS2B-NS3 protease in an attempt to identify promising inhibitor candidates. Starting with commercially and freely available compounds, we identified six hits utilizing an exhaustive consensus screening protocol, followed by molecular dynamics simulation and binding energy estimation using MM/GBSA and MM/PBSA methods. These compounds feature a variety of cores and functionalities, and all are predicted to have good pharmacokinetic profiles, making them promising candidates for screening assays. Graphical abstract Virtual screen of potential Zika virus NS2B-NS3 protease inhibitors.

Maintenance and Development of Social Connection by People with Long-term Conditions: A Qualitative Study.

Social connection is important for people's health and well-being. Social isolation arising from a lack of meaningful connection with others can result in deterioration of well-being with negative consequences for health. For people living with multiple long-term conditions, the building and maintaining of social connection may be challenging. The aim of this study was to explore with people with long-term conditions how they perceive they maintain and develop social connections. We undertook semi-structured interviews with seventeen adults, and analyzed the data for themes. Themes were "Meaningful connection", "Wherewithal for social connection" and "Impact of a major change in life course". The findings suggest that social connection is valued, and facilitates meaningful ways to reciprocate support with others, thus enabling access to knowledge and resources for better health and well-being. However, people with long-term conditions can experience challenges to developing and maintaining social connectedness after a major change in life course. We suggest that healthcare providers are well placed to facilitate ways for people with long-term conditions to socially connect with others in their neighbourhood and community, and that this in particular be attended to after a major life change.

The selective trimerisation of isoprene with chromium N,N-bis(diarylphosphino)amine catalysts.

Chromium catalysts supported by N,N-bis(diarylphosphino)amine ligands, on activation with methyl aluminoxane (MAO), selectively trimerise isoprene with unprecedented activity to predominantly linear materials.

Medical Student Perceptions of Feedback and Feedback Behaviors Within the Context of the "Educational Alliance".

PURPOSE: Using the "educational alliance" as a conceptual framework, the authors explored medical students' beliefs about feedback and how their feedback behaviors reflect their perceptions. METHOD: Five focus groups (four to six medical students each) at one UK medical school in 2015 were used to capture and elucidate learners' feedback perceptions and behaviors within the context of the learner-educator relationship. A map of key feedback opportunities across the program was used as a tool for exploring student engagement with the feedback process. Qualitative data were analyzed using an approach based on grounded theory principles. RESULTS: Three learner feedback behaviors emerged: recognizing, using, and seeking feedback. Five core themes influencing these behaviors were generated: learner beliefs, attitudes, and perceptions; relationships; teacher attributes; mode of feedback; and learning culture. Conceptual models illustrating the relationships between the themes and each behavior were developed. Learning culture influenced all three behaviors with a wide context of influences. CONCLUSIONS: Ensuring that feedback leads to improved performance requires more than training educators in best practices. The conceptual models support the educational alliance framework and illustrate the context and complexity of learning culture surrounding the educational relationship, learner, and feedback exchange. The educational alliance approach is underpinned by a mutual understanding of purpose and responsibility. Enhancing learners' feedback literacy skills seems to be the key aspect of the educational alliance in need of attention. Empowering learners to recognize, seek, and use feedback received within diverse learning cultures is essential.

Ligand effects in chromium diphosphine catalysed olefin co-trimerisation and diene trimerisation.

A series of symmetric and unsymmetric N,N-bis(diarylphosphino)amine ('PNP') ligands (Ar2PN(R)PNAr'2: R = Me, Ar2 = o-anisyl, Ar'2 = Ph, 1, R = Me, Ar2 = o-tolyl, Ar'2 = Ph, 2, R = Me, Ar2 = Ph(o-ethyl), Ar'2 = Ph, 3, R = Me, Ar2 = Ar'2 = o-anisyl, 4, R = iPr, Ar2 = Ar'2 = Ph, 5) and symmetric N,N'-bis(diarylphosphino)dimethylhydrazine ('PNNP') ligands (Ar2PN(Me)N(Me)PAr2: Ar2 = o-tolyl, 6, Ar2 = o-anisyl, 7) have been synthesised. Catalytic screening for ethene/styrene co-trimerisation and isoprene trimerisation was performed via the in situ complexation to [CrCl3(THF)3] followed by activation with methylaluminoxane (MAO). PNNP catalytic systems showed a significant increase in activity and selectivity over previously reported PNP systems in isoprene trimerisation. Comparing the symmetric and unsymmetric variants in ethene and styrene co-trimerisation resulted in a switch in selectivity, an unsymmetric catalytic (o-anisyl)2PN(Me)PPh2 (1) ligand system affording unique incorporation of two styrenic monomers into the co-trimer product distribution differing from the familiar two ethene and one styrene -substituted alkenes. Complexes of the type [(diphosphine)Cr(CO)4] 8-11 were also synthesised, the single-crystal X-ray diffraction of which are reported. We propose the mechanisms of these catalytic transformations and an insight into the effect of the ligand series on the chromacyclic catalytic intermediates.

One electron oxidation of chromium N,N-bis(diarylphosphino)amine and bis(diarylphosphino)methane complexes relevant to ethene trimerisation and tetramerisation.

Complexes of the type [(diphosphine)Cr(CO)(4)] (diphosphine = Ph(2)PN(iPr)PPh(2), Ar(2)PN(Me)PAr(2) or Ar(2)PCH(2)PAr(2) (Ar = 2-C(6)H(4)(MeO)) have been synthesised. In the solid state, these complexes show tight phosphine bite angles in the range 67.82(4) degrees to 71.52(5) degrees and the nitrogen atom in N,N-bis(diarylphophino)amine ligands adopts an almost planar (sp(2)) geometry. All of the complexes are readily oxidised electrochemically or chemically to corresponding Cr(i) species. There is no evidence for coordination of the pendant ether group in derivatives with Ar = 2-MeO-C(6)H(4) in either Cr(0) or Cr(i) species. Treatment of the [(diphosphine)Cr(CO)(4)] complexes with [NO]BF(4) yields [(diphosphine)Cr(NO)(CO)(3)]BF(4). Removal of CO ligands to generate an oligomerisation-active species is not observed with amine oxides but triethyl aluminium is effective in this role, and active catalysts can be produced. The use of weakly coordinating anions seems crucial in achieving oligomerisation catalysis.

I...pi halogen-bonding in the structures of platinum-alkynyl compounds: an overlooked supramolecular interaction.

The crystal structures of both a symmetric and an unsymmetric platinum--alkynyl compound with terminal iodophenyl functionalities have been determined, and found to exhibit an attractive interaction between the iodine atom and the carbon-carbon triple bond of the alkynyl ligand.

Ruthenium bipyridyl compounds with two terminal alkynyl ligands.

Compounds of the form Ru(X2bipy)(PPh3)2(-C triple bond CC6H4NO2-p)2(X2bipy = 4,4'-X(2)-2,2'-bipyridine, X = Me 3a, Br 3b, I 3c) have been synthesised from the mono-alkynyl precursors Ru(X2bipy)(PPh3)2(-C triple bond CC6H4NO2-p)Cl (X = Me 2a, Br 2b, I 2c); the former are the first ruthenium bis-alkynyl compounds that also contain a bipyridyl ligand. Spectroelectrochemical investigation of 3a shows that the metal is readily oxidised to form the ruthenium(III) compound 3a+, and will also undergo a single-electron reduction at each nitro group to form 3a2-. ESR and UV/visible spectra of these redox congeners are presented. We also report the synthesis of [Ru(Me2bipy)(PPh3)2(-C triple bond CBut)(N triple bond N)][PF6] during the attempted synthesis of Ru(Me2bipy)(PPh3)2(-C triple bond CBut)2, and report its X-ray crystal structure and IR spectrum. X-Ray crystal structures of 3b and 3c(as two different solvates) are presented, and the nature of the intermolecular interactions seen therein is discussed. Z-Scan measurements on Ru(Me2bipy)(PPh3)2(-C triple bond CR)Cl (R = C6H4NO2-p2a, But, Ph, C6H4Me) are also reported, and show that Ru(Me2bipy)(PPh3)2(-C triple bond CR)Cl (R = C6H4NO2-p2a, Ph) exhibit moderate third-order non-linearities.