Educational Initiatives for Medical and Pharmacy Students about Drug Promotion: An International Cross-Sectional Survey - EDM Research Series No. 036
(2005; 61 pages) View the PDF document
Table of Contents
View the documentAcknowledgements
Open this folder and view contentsExecutive summary
View the documentIntroduction
View the documentMethods
Close this folderResults
View the documentSample characteristics
Open this folder and view contentsHow is education on drug promotion included within the curriculum?
View the documentInvolvement of pharmaceutical sales representatives
Close this folderMain objectives for education about drug promotion
View the documentTesting and evaluation
View the documentOpinions on success of educational programme
View the documentMain barriers to success
View the documentCourse materials
View the documentDiscussion
View the documentConclusions
View the documentReferences
View the documentAppendix 1: Sample questionnaire
View the documentAppendix 2: Country breakdown in total

Course materials

Table 12 provides an overview of the educational materials developed for this coursework. The most commonly reported course materials were presentations (PowerPoint or equivalent). When a session on drug promotion was included within a broader course on pharmacology or therapeutics, this was likely to be the only material developed. Pharmacy faculty respondents mentioned a course syllabus more often, suggesting more frequent development of a separate course or unit within a course devoted to drug promotion. Table 12a describes the other materials respondents had developed, beyond those listed on the questionnaire.

Twelve respondents (10 medical, 2 pharmacy) also stated that course materials were available on a website. In most cases, these were closed sites only open to students in the course or were not continually available. Nearly all respondents (224/228 or 98%) requested a copy of a manual on education about drug promotion that will be developed within this project.

Table 12: What course materials have been developed?





Electronic slide presentations (i.e. power point or equivalent)

53 (58%)

72 (53%)

125 (55%)

Course readings and article reprints

45 (50%)

50 (37%)

95 (42%)

Course notes

38 (42%)

41 (30%)

79 (35%)

Course syllabus*

40 (44%)

34 (25%)

74 (33%)

Individual or small group assignments

36 (40%)

38 (28%)

74 (33%)

Case scenarios

25 (28%)

43 (31%)

68 (30%)

Printed overheads or presentation slides

17 (19%)

27 (20%)

44 (19%)

Evaluation materials

14 (15%)

18 (13%)

32 (14%)

Audiovisual materials

9 (10%)

17 (12%)

26 (11%)


4 (4%)

18 (13%)

22 (10%)


*pharmacy and medical school respondents differed, p<.05, chi-square analysis

Table 12a: If respondents marked ‘other’, what was it?



Articles from WHO’s Essential Drugs Monitor


Presentations of prescribing indicators with relation to which sales reps visited the institution at a particular time
Information as part of lecture but no specific material
Collection of sample advertisements from medical and pharmacy journals



Workshop instructions
My greatest success has been allowing students freedom to present advertising critique in any format, including brief humorous videos, rap numbers, songs, as well as serious posters or papers memory-aids developed by No Free Lunch which will serve useful during clerkship and internship, and which will carry a link to their website, and some useful information about pharmaceutical promotions
Guias de conferencias



Un manual especifico para ellos
Scientific articles


The WHO video, Good Morning, Mrs Dealer (obviously not developed by us)
Selection of examples of real publicity
Printed versions of relevant regulations
Material recopilado de revistas sobre procion de medicamentos
E-learning course
Book: “Pharmaceuticals Marketing” edited by Mariana Voitcu and Elena Mihaela
Carausu.UMF Gr.T Popa U.M.F. IASI, 2004.
Actual advertisements

Western Pacific


National web-based curriculum in appropriate prescribing supplemented by small group problem based tutorials and large group seminar sessions. Use of EBM teaching materials throughout programme.
Independent on-line resources (e.g. Public Citizen etc.)

Eastern Mediterranean


Recommendations fact-sheets


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