The Building Partnerships Program: An Approach to Community-based Learning for Medical Students in Australia

The Building Partnerships Program at the University of Queensland, Australia seeks to address the dual challenge of preparing doctors who are responsive to the community while providing a meaningful context for social sciences learning. Through partnerships with a diverse range of community agencies, the program offers students opportunities to gain non-clinical perspectives on health and illness through structured learning activities including: family visits; community agency visits and attachments; and interview training. Students learn first-hand about psychosocial influences on health and how people manage health problems on a day-to-day basis. They also gain insights into the work of community agencies and how they as future doctors might work in partnership with them to enhance patient care. We outline the main components of the program, identify challenges and successes from student and community agency perspectives, and consider areas that invite further development.

Calcium-permeable AMPA receptors mediate long-term potentiation in interneurons in the amygdala

Fear conditioning is a paradigm that has been used as a model for emotional learning in animals'. The cellular correlate of fear conditioning is thought to be associative N-methyl-D-aspartate (NMDA) receptor-dependent synaptic plasticity within the amygdala(1-3). Here we show that glutamatergic synaptic transmission to inhibitory interneurons in the basolateral amygdala is mediated solely by alpha-amino-3-hydroxy-5-methyl-4-isoxazolepropionic acid (AMPA) receptors. In contrast to AMPA receptors at inputs to pyramidal neurons, these receptors have an inwardly rectifying current-voltage relationship, indicative of a high permeability to calcium(4 5), Tetanic stimulation of inputs to interneurons caused an immediate and sustained increase in the efficacy of these synapses. This potentiation required a rise in postsynaptic calcium, but was independent of NMDA receptor activation. The potentiation of excitatory inputs to interneurons was reflected as an increase in the amplitude of the GABAA-mediated inhibitory synaptic current in pyramidal neurons. These results demonstrate that excitatory synapses onto interneurons within a fear conditioning circuit show NMDA-receptor independent long-term potentiation. This plasticity might underlie the increased synchronization of activity between neurons in the basolateral amygdala after fear conditioning(6).

The psychophysiology of anticipation

The current research explored the processes that predominate during the anticipation of an emotionally salient event. Experiment 1 (N536), employed three different conditional stimuli followed by pictorial pleasant, unpleasant or neutral unconditioned stimuli. Half the participants were trained with visual CSs, the other half with tactile CSs. In the group trained with visual CSs, startle eyeblinks were larger and faster during CSs that were paired with unpleasant pictures than CSs paired with neutral or pleasant pictures respectively, indicating an affect startle pattern. This linear trend was not found in the group trained with tactile CSs. Experiment 2 (N564) aimed to investigate whether the affective pattern found in the startle data in Experiment 1 could also be found using a behavioural measure of emotion. This time participants’ reaction time during a post-experimental affective priming taskwas used as dependantmeasure to assess the presence of emotional learning. Instead of a simple differential conditioning task, an occasion setting paradigm was employed and participants were trained using either a feature positive or feature negative design with pleasant or unpleasant picture USs. For participants trained with unpleasant USs, valence ratings collected before and after conditioning training suggested the presence of emotional learning, whereas no such pattern was found for participants trained with pleasant USs. These findings were not confirmed in the priming data.

Startle-potentiation during nonaversive human conditioning

Fear-potentiated startle is a well-established measure of emotional learning in nonhuman animals. In humans, startle potentiation in anticipation of an aversive unconditional stimulus (US) has been interpreted as reflecting the same emotional process. This interpretation was supported by previous failures to fmd startle potentiation in anticipation of nonaversive USs, reactiontime tasks. The present research questions these results. Experiment 1 found startle-potentiation in anticipation of an aversive US, which resulted in increased dislike of the conditional stimulus (CS), and in anticipation of a nonaversive US, which did not affect CS valence. Experiment 2 replicated the latter finding, indicating that provision of performance feedback enhanced the salience of the reaction time task USs and thus anticipatory startle potentiation. The present results pose problems for the interpretation of fmdings of potentiated startle in human-aversive conditioning as reflecting emotion. Rather, startle potentiation during aversive and non-aversive conditioning may reflect the attentional processes known to occur during human-associative learning.

Guiding intellectual and personal growth across educational contexts

This book recognizes the importance of cooperative learning, in contrast to the traditional classroom, as an effective approach to learning. Its coverage of the subject ranges across the educational spectrum, from pre-school years to university, and offers a fresh perspective on a topic that has gained increasing interest worldwide. With contributions from an international panel of leading experts in the field, this engaging text succeeds in providing key insights, linking the theories that underpin the study of group dynamics to their practical application in the classroom. It presents a comprehensive overview of this alternative educative approach, illustrating how cooperative learning experiences can promote socialisation and friendships, and facilitate learning. The editors assemble a range of well-researched essays, covering such aspects as: * The importance of teacher and student interaction * Small group, virtual and non-virtual teaching environments * Assessment practices for measuring the outcomes of individual and group progress * The effect of cooperative learning on relationships amongst students with diverse cultural, social and learning needs. Illustrated with practical examples throughout, this book will be a crucial read for teacher educators, educational psychologists, student teachers, academics and researchers who want to realize the significant potential of cooperative learning in all educational settings.

Language policy spread: Learning from health and social policy models

Except for a few large scale projects, language planners have tended to talk and argue among themselves rather than to see language policy development as an inherently political process. A comparison with a social policy example, taken from the United States, suggests that it is important to understand the problem and to develop solutions in the context of the political process, as this is where decisions will ultimately be made.

Copying actions and copying outcomes: Social learning through the second year

The present work documents how the logic of a model's demonstration and the communicative cues that the model provides interact with age to influence how children engage in social learning. Children at ages 12, 18, and 24 months (n = 204) watched a model open a series of boxes. Twelve-month-old subjects only copied the specific actions of the model when they were given a logical reason to do so- otherwise, they focused on reproducing the outcome of the demonstrated actions. Eighteen-month-old subjects focused on copying the outcome when the model was aloof. When the model acted socially, the subjects were as likely to focus on copying actions as outcomes, irrespective of the apparent logic of the model's behavior. Finally, 24-month-old subjects predominantly focused on copying the model's specific actions. However, they were less likely to produce the modeled outcome when the model acted nonsocially.

Rumors of the death of emotional intelligence in organizational behavior are vastly exaggerated

In the first of two articles presenting the case for emotional intelligence in a point/counterpoint exchange, we present a brief summary of research in the field, and rebut arguments against the construct presented in this issue.We identify three streams of research: (1) a four-branch abilities test based on the model of emotional intelligence defined in Mayer and Salovey (1997); (2) self-report instruments based on the Mayer–Salovey model; and (3) commercially available tests that go beyond the Mayer–Salovey definition. In response to the criticisms of the construct, we argue that the protagonists have not distinguished adequately between the streams, and have inappropriately characterized emotional intelligence as a variant of social intelligence. More significantly, two of the critical authors assert incorrectly that emotional intelligence research is driven by a utopian political agenda, rather than scientific interest. We argue, on the contrary, that emotional intelligence research is grounded in recent scientific advances in the study of emotion; specifically regarding the role emotion plays in organizational behavior. We conclude that emotional intelligence is attracting deserved continuing research interest as an individual difference variable in organizational behavior related to the way members perceive, understand, and manage their emotions.