Smoking behaviour and attitudes among Australian medical students

Teaching about tobacco and related diseases is essential in the undergraduate medical course in order for students to gain knowledge about smoking and how to intervene with patients who smoke. The objective of the study was to assess students'smoking-related behaviour, knowledge and attitudes towards tobacco, and perceptions of their future role as doctors. Data were collected from two consecutive years of year 1 and year 5 medical students at the University of New South Wales, Sydney. A total of 594 (79%) of students across the 2 years completed the survey: 90% of year 1 students, and 69% of year 5 students. The daily smoking rate among the total medical students was 2.9%: 11.8% in year 1 (2.3% daily, 9.5% occasional) and 13.7% in year 5 (3.3% daily, 10.4% occasional). There were significantly more male than female smokers in year 5 (P < 0.05). The overall smoking rates for males in years 1 and 5 were 12.4% and 19.3%, and the smoking rates for females were 11.2% and 8%. Knowledge about the causal role of tobacco in the development of specific diseases improved significantly from year 1 to year 5 (P < 0.001). Nevertheless, in year 5 there remained a lack of knowledge about the relationship of smoking and some diseases. Fifty-seven per cent of students thought that their current knowledge was sufficient to counsel smokers, with year 5 students (89%) being far more positive than year 1 students (34%) (P < 0.001). Teaching medical students about smoking-related diseases and a patient-centred smoking cessation intervention results in an increase in knowledge, as well as positive perceptions about their future role in intervening with smokers.     

Audit: teaching medical students in general practice

Summary. Audit is being seen as an increasingly important topic for medical students. Many departments of general practice in the UK now incorporate audit as part of their course work. It remains controversial as to whether this is perceived to be worthwhile by the students. Following an introductory seminar final-year medical students at the University of Glasgow were asked to perform a case-note review of 10 randomly chosen diabetic patients for a number of process and outcome measures during their practice attachments. Feedback was given in their final teaching session. 128/153 (84%) students completed an evaluation of the course on their knowledge and attitudes to audit. Unsurprisingly, 39% found the data collection boring or very boring; however, 60% found the feedback session very interesting or interesting. Both the data collection and the feedback were considered relevant by the majority of students (57% and 70% respectively). Students' self-reported knowledge also dramatically increased (P < 0.0001 ).     

Pharmaceutical promotion in Canada: convince them or confuse them

Currently, drug companies are spending in excess of $200 million annually on promoting their products to Canadian physicians. Although the industry has adopted a voluntary code of advertising practice, this has not prevented gross excesses in all forms of pharmaceutical promotion: drug-company sponsored continuing medical education, and promotion through the public media, detailers, direct mail, sampling, and journal advertising. Not only does advertising add to the cost of drugs, but physicians' reliance on information conveyed through advertising leads to poor prescribing and consequently to significant adverse health effects for patients. Reforms of promotional practices are possible, but the initiative is unlikely to come from either the medical profession or the government. Pressure applied through an emerging grass-roots movement is the best hope for change.     

PHARMACEUTICAL PROMOTION IN NEW ZEALAND

Pharmaceutical companies currently spend over $17 million annually in New Zealand promoting their products with the aim of increasing sales and therefore profits. Although the industry has a code regulating advertising, the code is both weak and voluntary and is routinely violated. Increasingly, pharmaceutical companies are funding medical conferences, continuing medical education and clinical trials. While these activities sometimes contribute to furthering practitioners' education, often they are merely promotional exercises. The companies have also taken to promoting their products through the public media. Detailers' expenses account for over 60 per cent of all promotional spending, but their activities are not subject to any regulation. Advertisements in journals routinely leave out significant prescribing information and also violate provisions of the industry's code. Although the industry claims that the information transmitted in advertising helps promote better prescribing there is disturbing evidence that New Zealand practitioners are overly dependent on the pharmaceutical industry for information about medicines and that this dependence has led to less appropriate prescribing. Reforms to the promotional practices are unlikely to come from either the medical profession or the government. The most hopeful avenue of reform lies in the growing consumer movement, both within New Zealand and internationally.     

The function of drug company representatives

The drug industry has a major influence on drug prescribing habits through their medical representatives. We therefore set out to see whether their work was more concerned with providing information or with selling, more with demand or with supply, and how much it cost in Finland. We interviewed currently employed and former representatives and contact persons in health institutions, and analysed advertisements for vacancies for medical representatives. It seems that companies regard detailing more as a sales activity than as public relations and that this trend towards selling has gained in importance in recent years. The number of representatives engaged in the pharmaceutical industry exceeds the demand for their services. The drug companies allotted in 1975 detailing at least 5 000 Fmk (+1 300) per physician per year. Our conclusion is that drug detailing is neither necessary nor beneficial for the health services.     

Training experiences immediately after medical school

Trainees in all teaching hospitals in New South Wales were surveyed using a self-completion, postal questionnaire to assess perceptions of the quality and extent of training received for interactional and technical skills. The response rate was 67.1%. Mean age was 25.4 years and 38.8% were female. Overall, training was found to be generally poor in terms of time and educational strategies used. Interactional skills were found to receive lower levels of training than technical skills both prior to and during the intern year with significantly fewer (P < 0.000) educational strategies reported for training received in interactional skills than for technical skills. Trainees' perceptions of the adequacy of training was significantly more negative for interactional than technical skills (P < 0.001). Assessment of competence was also significantly lower for interactional than technical skills (P < 0.001). On average, fewer than one in three trainees considered themselves to be competent in interactional skills compared to two-thirds who reported themselves as competent for technical skills. The findings of this study highlight the need for improved efforts with regard to both the quality and quantity of training provided during the intern year. Considerable scope exists for improved educational experiences for both interactional and technical skill areas, but particularly for interactional skills. Overall, greater use of a range of basic educational strategies such as the provision of ‘observation’ and ‘critical feedback’ is indicated. Efforts also need to be directed toward the training of clinical educators to optimize the potential of the preregistration period.     

Videotaped vs traditional lectures for medical students

Closed-circuit television (CCTV) provides medical departments with alternatives in instructional formats. Concern, however, has been voiced about teaching via TV because the medium itself might cause inattention. This study investigated whether TV will lower the test scores of medical students. Sixty-one students were randomly divided into two groups. The lecture (control) group received the information via traditional lectures, including use of 2”× 2” transparencies. The video group received concurrently the same information via CCTV. Multiple-choice examinations were given after each of the six sessions. The cumulative mean scores were similar: lecture group = 87.56%, video group = 87.99%, i.e., no significant difference (P=0.77). To detect attitudinal differences toward the two formats, the students were surveyed at the end of the series and intragroup agreement on specific questions was calculated. The students rated the lecture format more highly. In response to the question ‘Did the audiovisual materials used by the instructor aid your learning?’, the mean rating from the lecture group was 7.37 (scale of 0–9) compared to a mean rating of 5.93 from the video group (P< 0.0003).     

Who are the providers of postgraduate medical education?

Summary. The view, background and motivation of providers of medical education was studied using a structured questionnaire which was sent to all those who organized courses for the Postgraduate Education Allowance in the West of Scotland. Two hundred and twenty-five replies were received from 254 course providers, giving an 88.6% response rate; 51.8% of course providers were general practitioners, 24.1% hospital consultants, 2% were from the pharmaceutical industry, 3.6% from commercial companies, 2.6% health board administrators, 1% general practitioners also running commercial companies, 14.9% others. Only 29.3% had training for organizing courses, although 68.7% thought special training was important. 43% used a combination of GPs and hospital consultants at their courses and a considerable number continued to organize lecture style courses. 32.8% used pre-course material and 50.7% used post-course assessment. 21.5% of providers had to provide their own secretarial back-up. The provision of continuing medical education is haphazard. The new contract has increased the amount of education available without addressing the needs of the providers. Proper training, planning and evaluation of courses, adequate funding, protected time and good secretarial back-up are required for good, meaningful and relevant continuing medical education.     

Integration of the surgical specialties into an innovative undergraduate curriculum

Summary. A dilemma exists concerning the most effective way to incorporate surgical specialty teaching into an innovative undergraduate curriculum. Should the specialties form part of the core curriculum or should they be available as electives? The aim of this study is to describe an educationally sound and time-effective way to give all students an exposure to the surgical specialties while maintaining the philosophy of an innovative curriculum. The SCORPIO method was used, on a trial basis, in 1992 to teach cardiothoracic surgery, neurosurgery, plastic surgery and urology to fourth-year medical students at a university teaching hospital. The teaching was evaluated by comparing group pretest performance with a posttest assessment given one month after each of the teaching sessions. Student perceptions were assessed by a questionnaire and a time analysis was carried out comparing SCORPIO with the traditional ward tutorial system. Students completed the sequence pretest, teaching and posttest on 169 occasions. Group performance increased from a pretest mean 28% (SD16) to a posttest mean 44% (SD13) P<0.0001 . Student acceptance was favourable, with high ratings given to the structured, problem-based style of teaching. The time to run the programme was one-eighth that to teach by the ward tutorial system. This teaching model is a practical way to incorporate the surgical specialties into the core curriculum of a school moving towards a student centred, problem-based, integrated curriculum.     

Risk factors for patient‐reported medical errors in eleven countries

Objectives The aim of this study was to identify common risk factors for patient‐reported medical errors across countries. In country‐level analyses, differences in risks associated with error between health care systems were investigated. The joint effects of risks on error‐reporting probability were modelled for hypothetical patients with different health care utilization patterns. Design Data from the Commonwealth Fund’s 2010 lnternational Survey of the General Public’s Views of their Health Care System’s Performance in 11 Countries. Setting Representative population samples of 11 countries were surveyed (total sample = 19 738 adults). Utilization of health care, coordination of care problems and reported errors were assessed. Regression analyses were conducted to identify risk factors for patients’ reports of medical, medication and laboratory errors across countries and in country‐specific models. Results Error was reported by 11.2% of patients but with marked differences between countries (range: 5.4–17.0%). Poor coordination of care was reported by 27.3%. The risk of patient‐reported error was determined mainly by health care utilization: Emergency care (OR = 1.7, P < 0.001), hospitalization (OR = 1.6, P < 0.001) and the number of providers involved (OR three doctors = 2.0, P < 0.001) are important predictors. Poor care coordination is the single most important risk factor for reporting error (OR = 3.9, P < 0.001). Country‐specific models yielded common and country‐specific predictors for self‐reported error. For high utilizers of care, the probability that errors are reported rises up to P = 0.68. Conclusions Safety remains a global challenge affecting many patients throughout the world. Large variability exists in the frequency of patient‐reported error across countries. To learn from others’ errors is not only essential within countries but may also prove a promising strategy internationally.     

Academic dismissal policy for medical students: effect on study progress and help-seeking behaviour

Medical Education 2011: 45 : 987–994 Context Medical students often fail to finish medical school within the designated time. An academic dismissal (AD) policy aims to enforce satisfactory progress and to enable early identification and timely support or referral of struggling students. In this study, we assessed whether the implementation of an AD policy improved study progress in the first 2 years of medical school. Additionally, we analysed its effect on the help‐seeking behaviour of struggling students. Methods We compared two AD cohorts (entering in 2005 and 2006, respectively) and two non‐AD cohorts (entering in 2003 and 2004, respectively) on dropout rates, Year 1 curriculum completion rates and the percentage of students with an optimal study rate (i.e. all modules completed) at 1 and 2 years after enrolment. We also measured the effect on study progress of attending the support meetings offered. Results The AD (n = 809) and non‐AD cohorts (n = 809) did not differ significantly in dropout rate at 5 months, in Year 1 completion rate at 2 years and in the percentage of optimally performing students at 1 year after enrolment. At 2 years after enrolment, more students from the AD cohorts had left and more non‐AD students demonstrated optimal performance, but effect sizes (ESs) for these differences were small. Voluntary support at 4 months was attended by AD students more often than by non‐AD students (68.9% versus 39.8%; χ²₍₁₎ = 43.95, p < 0.001, ES = 0.29). The AD students who attended the support meetings completed the Year 1 curriculum more often than those who did not (73.4% versus 52.5%; χ²₍₁₎ = 10.92, p < 0.001, ES = 0.20). Attending the obligatory support meeting at 7 months had a similar effect (70.5% versus 33.3%; χ²₍₁₎ = 13.60, p < 0.001, ES = 0.23). Conclusions The presence of an AD policy did not lead to earlier dropout, higher completion rates or an improved study rate during the first 2 years at medical school. However, uptake of the support offered increased to almost 70%. Although support participants finished the Year 1 curriculum more often than non‐participants, the current support system was not sufficient to improve overall study progress.     

Personality,clinical performance and knowledge in paediatric residents

Summary. This study examines the relationship between personality, knowledge and teachers' evaluations of paediatric residents at a large, urban teaching hospital. All residents (n= 30 ) were graduates of foreign medical schools. Each resident completed the Myers-Briggs Type Indicator (MBTI) as a measure of personality and was rated (on a scale of 1-7) by teachers on each of 35 items representing 14 different aspects of clinical performance. These data were correlated with performance on the American Board of Pediatrics In-training Examination (ABPITE), and with demographic data. Ratings of knowledge were directly associated with scores on the ABPITE (r= 0.51 , P < 0.01 ) and with the MBTI continuous score for extraversion (r= 0.51 , P < 0.01 ), but inversely associated with age (r=?0.41, P < 0.01 ). ABPITE scores were also associated directly with MBTI Extraversion (r= 0.44 , P < 0.01 ) and inversely with age (r=?0.56, P < 0.001 ). Age and MBTI Extraversion were independently significant predictors of ABPITE (Multiple R= 0.64, P < 0.01 ) and ratings of knowledge (Multiple R= 0.59, P < 0.01 ). Results suggest that teachers' evaluations of knowledge have validity, and that age and introversion/extroversion play a significant role in both subjective and objective evaluations of paediatric knowledge. Demographic and personality variables may be predictive of knowledge acquisition, but are unrelated to many dimensions of clinical performance.     

Humanizing medicine: a special study module

As medical schools begin to implement their new curricula under the guidance of Tomorrow's Doctors, the authors wish to raise some discussion on the form and content of the special study module (SSM) component. In order to do this they put forward in this paper proposals for an SSM in Medicine and Literature. This course has been designed jointly and will be run concurrently in three Scottish medical schools: Glasgow, Aberdeen and Dundee. Arguments for the course's acceptability to faculties of medicine and to students are discussed and its inclusion in the curriculum in terms of its educational impact, skills training, effect on personal development and broadening of the student's perspective are justified. The course structure, content and assessment procedures are described and a reading list proposed. The General Medical Council points out that SSMs should be seen as opportunities for innovation and this course demands a different educational approach from the standard objectives-led approach of most medical education. A process-led model is more appropriate as it stresses the way that students develop while taking the course rather than the end point reached at its finish.     

MOR: a simulation-based assessment centre for evaluating the personal and interpersonal qualities of medical school candidates

Context Medical school admissions traditionally rely heavily on cognitive variables, with non‐cognitive measures assessed through interviews only. In recognition of the unsatisfactory reliability and validity of traditional interviews, medical schools are increasingly exploring alternative approaches that can provide improved measures of candidates’ personal and interpersonal qualities. Methods An innovative assessment centre (MOR [Hebrew acronym for ‘selection for medicine’]) was designed to measure candidates’ personal and interpersonal attributes. Three assessment tools were developed: behavioural stations, including encounters with simulated patients and group tasks; an autobiographical questionnaire, and a judgement and decision‐making questionnaire. Candidates were evaluated by trained raters on four qualities: interpersonal communication; ability to handle stress; initiative and responsibility, and self‐awareness. Results In the years 2004–05, the 588 medical school candidates with the highest cognitive scores were tested; this resulted in a change of approximately 20% in the cohort of accepted students compared with previous admission criteria. Internal consistency ranged from 0.80 to 0.88; inter‐rater reliability ranged from 0.62 to 0.77 for the behavioural stations and from 0.72 to 0.95 for the questionnaires; test–retest score correlation was 0.7. The correlation between candidates’ MOR scores and cognitive scores approached zero, reflecting the value of MOR in the screening process. Feedback from participants indicated that MOR was perceived as fair and appropriate for medical school screening. Discussion MOR is a reliable tool for measuring non‐cognitive attributes in medical school candidates. It has high content and face validity. Furthermore, its implementation conveys the importance of maintaining humanist characteristics in the medical profession to students and faculty staff.     

Differences in prescribing between GPs: impact of the cooperation with pharmacists and impact of visits from pharmaceutical industry representatives

BACKGROUND: Community pharmacists, pharmaceutical industry and differences in prescribing between GPs. OBJECTIVE: To explore the role of the pharmacists and pharmaceutical industry representatives. METHODS: A cross-sectional survey was undertaken of 1434 GPs in The Netherlands in 2001. Prescribing indicators based on general practice guidelines were used to assess the quality of prescribing. Three constructs, based on survey questions, were used as possible determinants for the quality of prescribing: cooperation with the pharmacist; quality of the Pharmacotherapeutic audit meeting (PTAM); and the GP's attitude towards the pharmacist's role. Data were collected about the frequency of visits by pharmaceutical industry representatives. Responses from 324 solo GPs were analysed using multiple linear regression. RESULTS: Response rate: 71%. For the 324 solo GPs the average score for the 20 prescribing indicators was 64% (SD 3.7). For the non-solo GPs this score was 65% (SD 3.8, P < 0.05). The differences between solo and group practices were: the number of visits from pharmaceutical industry representatives (5.7 versus 3.8 visits per month), full time GPs (93% versus 50%), the number of patients per GP (2151, SD 693 versus 1506, SD 742), and the presence of a GP trainer (21 versus 38%). Of the solo GPs, 4.6% are female, compared with 26% of the GPs in non-solo practices. The quality of prescribing in solo practices was not correlated with the GP's attitude towards the pharmacist's role, the way in which GPs cooperated with pharmacists or the quality of the PTAM. More frequent visits from pharmaceutical industry representatives was associated with a lower quality of prescribing. CONCLUSION: There was a negative correlation between quality of prescribing by solo GPs and frequency of visits by pharmaceutical industry representatives. In day-to-day practice, no measurable effects of the cooperation between solo GP and pharmacist on the quality of prescribing were observed.     

Medical education and economics

The time available to medical students for learning is scarce in relation to the knowledge they are asked to absorb. New material should not therefore be added to medical curricula without careful consideration of the benefits of the extra knowledge compared to the costs of obtaining this knowledge. In this paper a justification for integrating economic principles into medical education is presented. It would benefit society by encouraging the practice of efficient medicine, and benefit students by giving them the ability to absorb the growing economic content of the medical literature and by encouraging an appreciation of why economic factors will influence their clinical decision-making. These benefits would accrue at little cost because only a limited number of economic concepts need to be absorbed by medical students. The critical concepts are outlined and some of the obstacles to students applying this knowledge in practice are considered. The paper concludes by suggesting that the impact of teaching economics to medical students should be evaluated, but this will require further research into ways of evaluating the outcome of medical education programmes in general.     

Health education poster: a teaching model for clinical medical students

Summary. The teaching of health education or health promotion to medical students is often difficult because they have little experience on which to base their learning. They have limited clinical knowledge and in particular their awareness of the value of and the opportunities for health promotion in general practice is limited. The problem-oriented teaching method described here attempts to make the subject interesting and relevant by asking students, while in their practice attachments, to identify areas of need for health promotion or health education and then to prepare a poster, with supportive background and research, to satisfy that need for display in their given practice.     

Inadequate recording of alcohol-drinking,tobacco-smoking and discharge diagnosis in medical in-patients: failure to recognize risks including drug interactions

Summary. The records of 62 men and 43 women, 14–88 years old, admitted to general medical wards in a public teaching hospital during 1991 were examined for discharge medications and for the recording of alcohol-drinking, tobacco-smoking and discharge diagnosis. Drinking and smoking status was unrecorded in 22.9% and 21.9% of patients respectively. Twenty-four patients had 31 potential drug interactions which were related to the number of drugs prescribed and to drinking alcohol; 10.5% of the patients had interactions involving alcohol and 2.9% tobacco. Six patients received relatively or absolutely contraindicated drugs, including one asthmatic given two β-blockers. The drugs prescribed indicated that some patients had conditions such as gastro-oeso-phageal disorders, diabetes and obstructive airways disease which had not been recorded. Inadequate recording of diagnoses, alcohol and smoking status creates risks to patients and may cause opportunities for preventive care to be missed. This study provides the basis for the development of undergraduate and postgraduate education programmes to address these issues and so decrease risks to patients which arise from inadequate recording practices. Incomplete diagnoses also adversely affect hospital funding where this depends on case-mix diagnostic groups. Quality assurance programmes and other strategies are being implemented to improve medical recording and prescribing habits.     

Predicting stress in first year medical students: a longitudinal study

While there is ample documentation that medical training is stressful, less is known about predictive variables that might identify students who have the most difficulty in managing stress during medical training. Depression and anxiety in first year medical students were investigated in a longitudinal design. One-hundred and twenty-one medical students (81% of the class) were surveyed. The first survey took place immediately prior to the beginning of medical training (wave 1); the second survey was approximately 8 months after the beginning of classes (wave 2). Medical students who began their first year with relatively low ‘A'level grades, high ratings of state anxiety and depression, high trait anxiety and low dispositional optimism, and reliance on avoidant coping strategies were found to be at higher risk for developing depression and anxiety symptoms at wave 2. Students reported increased concern about curriculum and environment, personal competence and endurance, and time to have a life outside medical school at wave 2, compared to their reports at wave 1. Increase in concerns correlated with an increase in depression and anxiety. At both surveys, use of avoidant coping strategies resulted in increased depression and anxiety; at wave 2, active coping and positive reinterpretation resulted in decreased depression and anxiety. These findings suggest characteristics of vulnerable students who might be identified early in their first year and provided with additional support. Educating students to expect an increase in concerns about environment and personal ability to manage the academic load might make these concerns less overwhelming. In addition, information about effective coping strategies (i.e. active coping efforts) and ineffective means of dealing with stress (avoidant coping efforts) might be helpful in preventing distress.