Rhabdomyolysis from the combination of a statin and gemfibrozil: an uncommon but serious adverse reaction.

We report a patient with renal insufficiency who developed rhabdomyolysis 1 month after initiating cerivastatin and gemfibrozil for hyperlipidemia. Myopathy caused by HMG-CoA reductase inhibitors (statins) alone is rare, but occurs more frequently when a statin is used with gemfibrozil, a medication that likely has a direct toxic effect on muscles. Predisposing factors to the development of myopathy from the combination include use of medications affecting statin metabolism, higher doses of statins, renal insufficiency, diuretics, and hypothyroidism. It has been proposed that alternate-day therapy with a statin and fibrate, spacing of doses in a single day, or use of lower doses of statins may prevent the development of myopathy. Currently, no predictable method to determine who is at risk for myopathy exists, nor is there a reliable screening test. Therefore, patients should be advised to watch for generalized muscle pain or weakness, and if it occurs, stop medications and report symptoms immediately.

Can specialists and generalists teach clinical skills to second-year medical students with equal effectiveness?

PURPOSE: To compare the effectiveness of specialists and generalists as small-group leaders teaching basic physical examination skills to preclinical medical students. METHOD: Specialists and generalists were randomly assigned to teach physical examination skills to 69 groups of second-year students (n = 288). At the conclusion of the course, the specialist- and generalist-led groups were compared using three measures: students' scores on an objective structured clinical exam (OSCE), students' evaluations of their small-group leaders, and leaders' self-evaluations of confidence in teaching. RESULTS: OSCE scores did not differ between students taught by specialists and generalists (93.5% and 93.8% respectively, p = NS). Students' evaluations of their leaders were similar for nine characteristics rated on a seven-point scale (7 = strongly agree/outstanding; range of results for specialists: 6.20-6.62, for generalists 6.34-6.75, p = NS). Leaders expressed similar levels of confidence (on a seven-point scale; 7 = very confident) in their abilities to teach the neurologic exam (specialists 5.52, generalists 6.19, mean effect size difference 0.44, p = NS) and complete history and physical exam (6.03 and 6.53, mean effect size difference 0.43, p = NS). Specialists were significantly less confident in teaching the cardiovascular exam (5.80 and 6.50, mean effect size difference 0.51, p <.05) and pulmonary exam (5.56 and 6.60, mean effect size difference, 0.80, p <.01). CONCLUSIONS: Specialists and generalists can teach preclinical medical students with equal effectiveness as rated by the students and the students' scores on the OSCE examination, but specialists do not rate themselves as confident as do generalists to teach some skills.