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Comparative Study
Journal Article
Research Support, Non-U.S. Gov't
Different development of general beliefs about medicines during undergraduate studies in medicine, nursing and pharmacy.
Patient Education and Counseling 2009 May
OBJECTIVE: To analyze differences in general beliefs about medicines between healthcare students and to see if health education was of importance to general beliefs about medicines.
METHOD: The participants were students of medicine, pharmacy, pharmaceutical bioscience, dispensing pharmacy, nursing and economics (comparison group) at the University of Gothenburg. Data were collected twice in 2003 and 2005. A questionnaire was used comprising background questions and the general part of Beliefs about Medicines Questionnaire.
RESULTS: The questionnaire was completed by 460 of 642 (71.7%) first-year and 293 of 398 (73.6%) third-year students. Over 70% were women and two-thirds were under 25 years of age. Medical and pharmacy students saw medicines as less harmful than nursing students did. Stage of education was also important: third-year medical and pharmacy students saw medicines as more beneficial and less harmful than first-year students did. Experience of medicine use was relevant to general beliefs about medicines.
CONCLUSION: Different beliefs exist between healthcare professions owing to different types and stages of education, which could result in different messages being given to the patient.
PRACTICE IMPLICATIONS: It is important to educate future healthcare professionals about the potential effect of beliefs on communication.
METHOD: The participants were students of medicine, pharmacy, pharmaceutical bioscience, dispensing pharmacy, nursing and economics (comparison group) at the University of Gothenburg. Data were collected twice in 2003 and 2005. A questionnaire was used comprising background questions and the general part of Beliefs about Medicines Questionnaire.
RESULTS: The questionnaire was completed by 460 of 642 (71.7%) first-year and 293 of 398 (73.6%) third-year students. Over 70% were women and two-thirds were under 25 years of age. Medical and pharmacy students saw medicines as less harmful than nursing students did. Stage of education was also important: third-year medical and pharmacy students saw medicines as more beneficial and less harmful than first-year students did. Experience of medicine use was relevant to general beliefs about medicines.
CONCLUSION: Different beliefs exist between healthcare professions owing to different types and stages of education, which could result in different messages being given to the patient.
PRACTICE IMPLICATIONS: It is important to educate future healthcare professionals about the potential effect of beliefs on communication.
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