Literature DB >> 8197264

[Attitude of medical students to treatment with psychotropic drugs. 2: Change in attitude in the course of medical education].

A Hillert1, J Sandmann, M C Angermeyer, R Däumer.   

Abstract

Advanced medical students' attitude to psychotropic drugs is more positive than the lay public's view on that subject (see part I). The question arises if this is a result of the psychiatric and psychopharmacological knowledge students have acquired during their medical education or an effect of selection by which students already have a more positive opinion of psychotropic drugs before the commencement of their medical education. Our survey in three differently advanced groups of medical students (n = 323) was carried out with a questionnaire. In contrast to their scepticism concerning psychopharmacological treatment students in the beginning of their medical education estimate others than psychotropic drugs ly than the lay public. This may be explained by a beginning identification with the model of a quickly and effectively treating doctor. In the course of medical and especially psychiatric and psychopharmacological education, there is a tendency to a more differentiated and positive view on the effects of psychotropic drugs although the generally critical attitude persists.

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Year:  1994        PMID: 8197264

Source DB:  PubMed          Journal:  Psychiatr Prax        ISSN: 0303-4259


  2 in total

1.  WPA guidance on how to combat stigmatization of psychiatry and psychiatrists.

Authors:  Norman Sartorius; Wolfgang Gaebel; Helen-Rose Cleveland; Heather Stuart; Tsuyoshi Akiyama; Julio Arboleda-Flórez; Anja E Baumann; Oye Gureje; Miguel R Jorge; Marianne Kastrup; Yuriko Suzuki; Allan Tasman
Journal:  World Psychiatry       Date:  2010-10       Impact factor: 49.548

2.  Advising adolescents on the use of psychotropic medication: attitudes among medical and psychology students.

Authors:  Michèle Baumann; Elisabeth Spitz
Journal:  Subst Abuse Treat Prev Policy       Date:  2007-07-12
  2 in total

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