1H and 19F Pulsed Gradient Spin Echo (PGSE) diffusion data, together with 1H, 19F-HOESY results are shown to distinguish between different types of anion/cation interactions in chiral dihydrido-P,N-complexes of Ir(III); in CD2Cl2 the diffusion coefficients, D, for the BArF and the Ir-cation suggest ion-pairing whereas the D-values for PF6-reveal independent motion; the PF6- approaches the cation via a specific pathway; the combined PGSE/HOESY approach offers a unique opportunity for exploring anion effects in organometallic/catalytic chemistry.

BackgroundHealth professions’ education programs are undergoing enormous changes, including increasing use of online and intensive, or time reduced, courses. Although evidence is mounting for online and intensive course formats as separate designs, literature investigating online and intensive formats in health professional education is lacking. The purpose of the study was to compare student outcomes (final grades and course evaluation ratings) for equivalent courses in semester long (15-week) versus intensive (7-week) online formats in graduate health sciences courses.MethodsThis retrospective, observational study compared satisfaction and performance scores of students enrolled in three graduate health sciences programs in a large, urban US university. Descriptive statistics, chi square analysis, and independent t-tests were used to describe student samples and determine differences in student satisfaction and performance.ResultsThe results demonstrated no significant differences for four applicable items on the final student course evaluations (p values range from 0.127 to 1.00) between semester long and intensive course formats. Similarly, student performance scores for final assignment and final grades showed no significant differences (p = 0.35 and 0.690 respectively) between semester long and intensive course formats.ConclusionFindings from this study suggest that 7-week and 15-week online courses can be equally effective with regard to student satisfaction and performance outcomes. While further study is recommended, academic programs should consider intensive online course formats as an alternative to semester long online course formats.

A series of Pd(II) complexes of 1,2-bis((2R,5R)-2,5-dimethylphospholano)benzene (MeDuphos; 1) have been prepared, and the solid-state structures for five of these, PdBr(p-CN- C 6 H 4 )(1), PdX(C 6 F 5 )(1) (X ) Br, I), Pd(OAc) 2 (1), and [Pd(CH 3 CN) 2 ( 1)](PF 6 ), have been determined by X-ray diffraction. Several of these complexes are catalyst precursors for the enantioselective hydroarylation of norbornene with PhX (X ) Br, I, OTf). The maximum ee, 75%, is higher than the corresponding values previously reported for bidentate phosphine auxiliaries. NOESY NMR results show how complexed 1 interacts with the aryl ligand in PdBr(p-CN-C 6 H 4 )(1).

Intensive courses (ICs), or accelerated courses, are gaining popularity in medical and health professions education, particularly as programs adopt e-learning models to negotiate challenges of flexibility, space, cost, and time. In 2014, the Department of Clinical Research and Leadership (CRL) at the George Washington University School of Medicine and Health Sciences began the process of transitioning two online 15-week graduate programs to an IC model. Within a year, a third program also transitioned to this model. A literature review yielded little guidance on the process of transitioning from 15-week, traditional models of delivery to IC models, particularly in online learning environments. Correspondingly, this paper describes the process by which CRL transitioned three online graduate programs to an IC model and details best practices for course design and facilitation resulting from our iterative redesign process. Finally, we present lessons-learned for the benefit of other medical and health professionsʼ programs contemplating similar transitions. Abbreviations: CRL: Department of Clinical Research and Leadership; HSCI: Health Sciences; IC: Intensive course; PD: Program director; QM: Quality Matters

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