(3,4-diphenyl-furan-2-yl)-phenyl-methanone | 54607-78-2

• 分子结构分类: 有机化合物 - 有机氧化合物
• 英文名称: (3,4-diphenyl-furan-2-yl)-phenyl-methanone
• 英文别名: (3,4-diphenyl-[2]furyl)-phenyl ketone；(3,4-Diphenyl-[2]furyl)-phenyl-keton；2-Benzoyl-3,4-diphenylfuran；(3,4-diphenylfuran-2-yl)-phenylmethanone
• CAS: 54607-78-2
• 化学式: C₂₃H₁₆O₂
• 分子量: 324.379
• InChiKey: WDHQZYNNGUMZJN-UHFFFAOYSA-N

计算性质

• 辛醇/水分配系数(LogP)：
  5.9
• 重原子数：
  25
• 可旋转键数：
  4
• 环数：
  4.0
• sp3杂化的碳原子比例：
  0.0
• 拓扑面积：
  30.2
• 氢给体数：
  0
• 氢受体数：
  2

反应信息

• 作为产物：
  描述：

  3,4-diphenyl-2-furoic acid 在 三氯化铝 、 五氯化磷 、 苯 作用下， 生成 (3,4-diphenyl-furan-2-yl)-phenyl-methanone
  参考文献：
  名称：

  The Benefit of Houseofficer Education on Proper Medication Dose Calculation and Ordering

  摘要：

  Abstract. Objectives: Drug dosing errors commonly cause morbidity and mortality. This prospective controlled study was performed to determine: 1) residents' understanding of drug dose calculations and ordering; and 2) the short‐term effect of a brief educational intervention on the skills required to properly calculate dosages and order medications. Methods: The study was conducted at an urban public hospital with a four‐year emergency medicine (EM) residency program. The EM residents served as the study group and were unaware of the study design. A written, eight‐question test (T1) with clinical situations and factual questions was administered. Immediately following the test, correct answers were discussed for 30 minutes. Key concepts were emphasized. Six weeks later, a repeat test (T2a) with a similar format was administered to the study group. The same test (T2b) was simultaneously administered to a control group, residents of similar training who did not take T1, in order to determine test equivalency (T1 vs T2). Tests were graded using explicit criteria by a single investigator blinded to the order of administration. Results: Twenty residents completed both tests T1 and T2a. Their mean scores were 48% and 70%, respectively (p < 0.001, paired t‐test). The control group of ten residents had a mean score of 49% (T2b), similar to the study group's scores on T1 (T1 vs T2b, p = 0.40, unpaired t‐test). Conclusion: Emergency medicine residents require specific training in calculating and executing drug ordering. A brief educational intervention significantly improved short‐term performance when retested six weeks later. Long‐term retention is unknown.

  DOI：

  10.1111/j.1553-2712.2000.tb00481.x