Table 6 describes the types of educational techniques used, in order of frequency of reports. Lectures and small group discussions in tutorials or workshops were the most frequently reported educational techniques. Similar proportions of pharmacy and medical school respondents reported using each of the listed techniques.
Table 6: Types of educational techniques
| |
Pharmacy
n=91 |
Medical
n=137 |
Combined
n=228 |
Lectures |
82 (90%) |
110 (80%) |
192 (84%) |
Small group discussions in tutorial/workshop |
58 (64%) |
89 (65%) |
147 (65%) |
Critical analysis of sample advertisements |
42 (46%) |
57 (42%) |
99 (43%) |
Response to case scenarios |
25 (28%) |
35 (26%) |
60 (26%) |
Role playing |
13 (14%) |
14 (10%) |
27 (12%) |
Other |
11 (12%) |
16 (12%) |
27 (12%) |
Table 6a describes the types of techniques used by total reported educational time. There were no significant differences in the proportion who reported using lectures, role playing or response to case scenarios by the amount of time allocated to educational initiatives. The proportion reporting use of small group discussions in tutorials or workshops and critical analysis of sample advertisements did differ, with less use of these techniques among those educating for one half day or less.
Table 6a: Educational techniques used - by time allocated to education about promotion
| |
One half day or less
(n=69) |
Four to nine hours
(n=66) |
10 or more hours
(n=89) |
Lectures |
55 (80%) |
55 (83%) |
78 (88%) |
Small group discussions in tutorial/workshop |
26 (38%) |
43 (65%) |
75 (84%) |
Critical analysis of sample advertisements |
15 (22%) |
33 (50%) |
49 (55%) |
Response to case scenarios |
12 (17%) |
17 (26%) |
30 (34%) |
Role playing |
4 (6%) |
12 (18%) |
10 (11%) |
Other |
7 (10%) |
8 (12%) |
11 (12%) |
Table 6b lists the educational techniques described other than those listed in the questionnaires.
Table 6b: If they marked "other", what did they say?
Africa |
Pharmacy |
Attachment to a Drug Information Service in order to respond to various types of queries involving drug literature evaluation |
Medical |
Critical analysis of materials given to health professionals by sales representatives |
Americas |
Pharmacy |
Clerkship rotation for 2-3 students a year
Field or video observation
Small group discussions on experiential rotation
Written assignment necessitating research of DTCA. Students report back on pros and cons and then indicate and defend their position on the practice (referenced) |
Medical |
Debates with pharmaceutical representatives/executives on the topics of drug promotion, and clinical research ethics/publication bias
Formal evaluation of an interaction with a sales representative in a large group format
One activity involves a panel discussion with faculty and pro- and anti-industry representation. Another activity drug company representatives detail a faculty member in front of students, which leads to discussion |
Europe |
Pharmacy |
Evaluations of research articles from peer-reviewed journals
Individual advice |
Medical |
Case studies, e.g. rofecoxib, videos about pharm representatives from UK, India, Australia
Problem-based group discussions; discussions following lectures
WHO video plus exercises |
South-East Asia |
Pharmacy |
Practice to explore some information by computer (internet) |
Medical |
By auditing prescriptions the students can get an idea about how many drugs are prescribed as innovator brands, rather than generics
Course is problem-based Learning course. Begins with small group discussion in response to case scenario, followed by mini lecture and Q and A from student’s learning objectives set during small group discussion session
Fixed learning material. Students are given ads, WHO and national ethical criteria, and the British National Formulary and asked to compare and contrast |
Western Pacific |
Pharmacy |
Small group assignments and projects
Develop a set of guidelines for Australian pharmacists and their interactions with the industry during a practical session |
Medical |
Analysing impact of funding agency or sponsoring agency or affiliation of authors especially if it involves pharmaceutical industry during critical appraisal or published literature involving drug trials
Clinical attachments
Opportunistic discussions on ward rounds and in clinics
Provision of current references from literature |
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