"substantive interactions" is correct and can be used in written English.
It is typically used to describe meaningful exchanges between two or more parties. For example, "The team had substantive interactions throughout the day, and each team member felt heard and understood."
They do this instead of diving deeply into policy issues, talking to each other and having substantive interactions with constituents.
Some of these studies additionally attempt to identify substantive interactions using a range of methodologies, including experimental reproducibility, removal of suspect promiscuous proteins, and assignment of confidence scores using computational techniques.
No substantive interactions were found in this model.
Women and participants with higher pain NRS scores tended to use more types of prescription or OTC analgesics; no associations with race, age, KL grade, comorbidity or BMI were found and there were no substantive interactions (Table 3).
But surviving members of Led Zeppelin submitted testimony to the court that they never had substantive interaction with Spirit or listened to the band's music.
Page and Plant, who have given filmed depositions, have said they never had substantive interaction with Spirit or listened to the band's music.
He not only sold all his holdings in Goldman Sachs, the investment bank he had run, but also specifically said that he would avoid any substantive interaction with Goldman executives for his entire term unless he first obtained an ethics waiver from the government.
MATTATHIAS SCHWARTZ: This is one reason of many reasons that you haven't seen much substantive interaction between the protests and the Democratic Party — very few people who are not wholly committed to the protests have the time or patience to participate.
We citizens have fewer and fewer opportunities for substantive interaction with our leaders.
Student-to-content interaction refers to the amount of substantive interaction occurring between the learner(s) and the content (e.g., texts, audios, and videos).
Results suggest that there were three conditions associated with the extent to which CI members engaged in discussions with substantive interaction and reflection: a clear purpose, coach questioning, and the connection of theory to practice.
