RESUMEN
In well-trained animals, infusion of the GABA-B agonist baclofen into the cerebellar interpositus nucleus and overlying cortex abolished the conditioned response (CR) with no effect on the unconditioned response (UR) with doses at or above 5.0 mM. Infusion of the GABA-B antagonist CGP 5584-5A alone had no effect on the CR or UR. However, administration of 5 mM baclofen soon after infusion of CGP 5584-5A (15 min) resulted in no reduction of percent CR and only partial reduction of CR amplitude. Naive animals given interpositus infusions of baclofen during training showed no learning, yet learned normally in postinfusion training. The distribution of (radiolabelled) baclofen was localized and remained within the cerebellum. The results presented here are consistent with a growing body of literature supporting the hypothesis that the memory trace for eyeblink conditioning is formed and stored in the cerebellum and may involve GABAergic mechanisms.
Asunto(s)
Parpadeo/efectos de los fármacos , Condicionamiento Clásico/efectos de los fármacos , Receptores de GABA-B/fisiología , Animales , Baclofeno/administración & dosificación , Baclofeno/farmacología , Cerebelo/fisiología , Relación Dosis-Respuesta a Droga , Agonistas del GABA/administración & dosificación , Agonistas del GABA/farmacología , Antagonistas del GABA/administración & dosificación , Antagonistas del GABA/farmacología , Agonistas de Receptores GABA-B , Antagonistas de Receptores de GABA-B , Infusiones Intravenosas , Inyecciones , Masculino , Ácidos Fosfínicos/administración & dosificación , Ácidos Fosfínicos/farmacología , Propanolaminas/administración & dosificación , Propanolaminas/farmacología , ConejosRESUMEN
BACKGROUND AND OBJECTIVES: In Venezuela, family medicine is taught and practiced almost exclusively in ambulatory care settings. This article describes the evolution of the educational strategies that emphasize family and community aspects of clinical practice within one residency program in the country of Venezuela. METHODS: Three distinct phases of development are depicted, beginning with a biomedical and individual-centered approach. Subsequent efforts to involve residents in the community provoked criticism. Resident-faculty dialogue led to modifications and to the success of the current program. Some of the specific educational strategies are: a structured weekly five-hour community afternoon, a 40-hour course titled "Family Dynamics and Counseling," use of the family-oriented home visit to introduce residents to the community aspects of health care, and completion of a community-based and health-related project. RESULTS: A sample of residents and graduates noted an improved doctor-patient relationship, improved ability to work with groups, and improved skills for incorporating preventive medicine with a community focus into their clinical practice. CONCLUSIONS: The community involvement is enthusiastically supported by the residents, as it is perceived as useful for clinical practice. The program prepares family physicians to become more responsive to the health needs and the reality of Venezuelan society.