Students' and teachers' perceived and actual verbal interactions in seminar groups.

OBJECTIVES: This study set out to examine how much time students and teachers devote to different learning-oriented interactions during seminar sessions and students' and teachers' perceptions about the occurrence and desirability of these interactions. METHODS: Students and teachers participating in eight seminar group sessions in Year 4 of an undergraduate veterinary curriculum completed an 11-item questionnaire which asked them to rate, on a 5-point Likert scale, the frequency of occurrence and level of desirability of three learning-oriented types of interaction: exploratory questioning; cumulative reasoning, and handling of conflict about knowledge. The questionnaire also invited positive and negative responses to aspects of group interactions and an overall mark (1-10) for the seminars and group interactions. Four group sessions were video-recorded and analysed using a coding scheme. The amount of time devoted to the different interactions was calculated. RESULTS: Both students and teachers gave scores of 3.0-3.5 for frequency of occurrence of exploratory questioning and cumulative reasoning and < 3.0 for occurrence of handling of conflict about knowledge. The desired occurrences of all interaction types were significantly higher than the actual occurrences according to students and teachers. Teachers were responsible for the majority of the interactions (93%). The percentages of session time devoted to teacher-centred cumulative reasoning, exploratory questioning and handling of conflict about knowledge were 65.8%, 15.6% and 3.1%, respectively. CONCLUSIONS: Group interactions in seminar groups are dominated by the posing of questions by teachers to students. The moderate occurrence of group interactions as perceived by students and teachers may be explained by the inadequate preparation of teachers and students to stimulate group interactions.

[Absence of the effect of opioid peptides on muscarine receptors in the frog vestibular apparatus]. / Otsutstvie vliianiia opioidnykh peptidov na muskarinovye retseptory vestibuliarnogo apparata liagushki.

We studied the effects of opioid peptide leu-enkephaline, a specific antagonist of acetylcholine receptors atropine, and non-selective opiate antagonist naloxone on synaptic transmission and responses evoked by acetylcholine in semicircular organs of the frog. A decrease in frequency of acetylcholine (0.1-5.0 microM) responses under leu-enkephaline (10 nM) id not differ from the frequency decline induced by leu-enkephaline alone. Atropine (1 microM) left the response to leu-enkephaline intact while blocking the excitatory effect of acetylcholine. No modification of the acetylcholine response under leu-enkephaline was observed in the presence of naloxone (1 microM). The findings suggest that no interaction exists between the acetylcholine-mediated excitatory action on resting activity in the isolated semicircular canal preparation and the suppressive action of leu-enkephaline.