Yutaka Azuma

Synthesis and Reactions of 4-Chloro-1,2-dihydro-6-methyl-2-oxo-3-pyridinecarbonitrile

I he chlorination of 1,2-dihydro-4-hydroxy-6-methyl-2-oxo-3-pyridinecarbonitrile (2) with a mixture of POCl 3 and PCl 5 in CHCl 3 gave 4-chloro-1,2-dihydro-6-methyl-2-oxo-3-pyridinecarbonitrile (3) in good yield. Compound (3) reacted with alkyl- and arylamines to give the corresponding 4-alkylamino- and 4-arylamino-3-pyridinecarbonitriles (6 and 7).

Synthesis of 10-Hydroxy-3-methyl-1H-pyrano[4,3-b]quinoline Derivatives

Heating of 4-arylamino-3-ethoxycarbonyl-6-methyl-2H-pyran-2-one derivatives (3), which were obtained from the reaction between 4-chloro-3-ethoxycarbonyl-6-methyl-2H-pyran-2-one (2) and anilines, in PPA gave corresponding 10-hydroxy-3-methylpyrano[4,3-b]quinoline derivatives (4) and 1-(4-hydroxyquinolin-2-yl)propan-2-one (5).

An Attempt to Measure Presentation Skill Acquisition Using Peer and Self-evaluation.

In six-year pharmacy education programs, humanistic education is now regarded as more important than ever, and we are working to incorporate active learning methods into a variety of subjects. Because performance evaluations are by their nature subjective, it is difficult to ensure the validity of any given assessment. Fifth-year students at Tohoku Pharmaceutical University learn case and prescription analysis in problem-based learning tutorials. As part of this curriculum, 20 presentation and discussion meetings over the course of 10 weeks are held, with approximately 100 students making presentations two or more times each. With regard to the presentation skills that students are expected to acquire, we instructed them to conduct peer evaluations and analyzed the evaluation results for 863 students conducted between 2012 and 2014. From the results, it was found that peer evaluation scores improved between the first and second evaluations for 70% to 86% of students, and furthermore that students who received lower scores in their first evaluations increased their scores correspondingly in the second. In addition, while 87% of students responded positively in the presentation skill acquisition self-evaluations conducted after the completion of the program, there was no correlation between the results of self-evaluation and peer evaluation. It was suggested that many students were able to cultivate an eye for criticism by evaluating other students and gain confidence by becoming aware of their own growth through repeated presentations.

A Synthesis of 7-Substituted 1H-Pyrano[4,3-b]quinoline Derivatives

The reaction of 4-chloro-3-ethynyl-6-methyl-2H-pyran-2-one (2) with aniline derivatives having a electron-donating group at the 3-position in EtOH gives 7-substituted 1H-pyrano[4,3-b]quinolin-1-one derivatives (3)

Syntheses of pyrano[4,3-b]benzodiazepine and pyrano[4,3-b]quinoline using 4-chloro-3-(1-chlorovinyl)-6-methyl-2H-pyran-2-one and 4-chloro-3-ethynyl-6-methyl-2H-pyran-2-one

Reaction of dichloropyrone (1) and chloroethynylpyrone (2) with o-phenylenediamine and m-phenylenediamine give pyrano[4,3-b]benzodiazepine (3) and pyrano[4,3-b]quinoline (5), respectively. Treatment of 1 and 2 with p- phenylenediamine yield aminoethynylpyrone (6), which is a key product in the reaction of 1 and 2 with phenylenediamines