Summary: The effects of about 200 bacteriostatic and bactericidal agents on sulphate reducing bacteria, including some hitherto unpublished results, are tabulated.

The new undergraduate medical curriculum in Manchester uses problem-based learning (PBL) throughout the course. However, the major difference from other PBL schools is that in years 3 & 4 (phase 2) the students can use clinical experience when discussing the paper cases. The process is then developed further in year 5 (phase 3), in which there are no set PBL 'triggers' and students bring their own cases to the groups for discussion. In this study, we have explored what happens in the phase 3 (year 5) group sessions and how the students view them. A questionnaire and focus groups were used to generate data, from which a model was developed of what happens in a 'good' group session. The data suggest that most groups run on a case-presentation and discussion format, most commonly about clinical management and diagnosis. Students want tutors to act as an expert resource and to be flexible in allowing students to direct the discussions. University guidance about the group sessions was not generally used.

SUMMARYA non-precipitating chemically defined medium containing lactate, sulphate and other inorganic salts supported repeated subculture of Desu2fovibrio desu2furicans, strain Hildenborough ; yields of bacteria were comparable with those obtained in media containing yeast extract or peptone. Addition of yeast extract, amino acid mixtures or ATP to the defined medium increased the crop. Growth on other organic substances was poorer than on lactate; amino acids were less efficient nitrogen sources than ammonia. Pyruvate served as electron acceptor for hydrogen uptake by resting organisms but did not support growth in sulphate-free medium.

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