Depression Is Real: Developing a Health Communication Campaign in an Urban African American Community.

BACKGROUND: Depression is the leading cause of disability in the United States. African Americans are disproportionately affected owing to systemic and sociocultural factors. Stigma, denial, and inadequate knowledge on depression are significant barriers to mental help seeking. Addressing mental health literacy can improve mental health knowledge, management, and outcomes. West Louisville, a predominantly African American community, is of particular interest regarding mental health literacy given existing socioeconomic and health disparities. Boot Camp Translation (BCT), a community-based participatory research (CBPR) approach, enables the translation of medical guidelines into culturally relevant messages. OBJECTIVES: To describe the use of the BCT approach in developing and implementing a culturally tailored health communication campaign designed to measurably increase referral to, and use of, services for depression in West Louisville. METHODS: Using the BCT approach, a group of academics, community members, and health/public health professionals convened over 6 months to develop and implement a health communication campaign on depression. Process and outcome evaluations were conducted using quantitative and qualitative methods. RESULTS: Our BCT was effective in engaging stakeholders, activating community members, and designing culturally informed health communication materials on depression. Although limited, our evaluation data suggest a modest increase in the evaluation and treatment of depression in West Louisville. CONCLUSIONS: BCT offers a structured process for engaging stakeholders in developing culturally tailored health communication campaigns.

Core competencies in teaching and training for doctors in Scotland: a review of the literature and stakeholder survey.

BACKGROUND: The UK General Medical Council requires all registered doctors to be competent in all areas of their work, including teaching and training. AIMS: The current research sought consensus on core competencies for all consultants and GPs involved in teaching and training in Scotland. METHOD: A draft list of 80 competencies was developed from the literature and made available as a survey to all consultants and GPs with teaching roles and all final year speciality trainees working in Scotland. Respondents rated the importance of each competency and provided free text comments. RESULTS: There were 1026 responses. Eighteen competencies were rated as "high priority", and are recommended as a baseline for all doctors involved in teaching and training; 55 were rated as "medium priority", and are recommended in relation to specific teaching and training roles; and 7 were rated as "low priority". Free text responses suggested the topic was controversial and emotive, and emphasised the importance of further work to engage trainers. CONCLUSIONS: The findings appeared to have face validity, and it was felt these could be used as the basis for developing a "Scottish Trainer Framework" for doctors and others involved in teaching and training in Scotland.

How we equip undergraduates with prioritisation skills using simulated teaching scenarios.

BACKGROUND: Goldacre et al. [Goldacre MJ, Lambert T, Evans J, Turner G. 2003. PRHO views' on whether their experience at medical school prepared them well for their jobs: National questionnaire survey. BMJ 326 (1):1011-1012.] undertook a study which showed that 40% of undergraduates felt under prepared for work by their undergraduate curriculum. Illing et al. [Illing J et al. 2008. A GMC report: Submitted to GMC.] demonstrated that one of four key areas, for which they felt least prepared, was prioritisation of tasks in the clinical setting. AIM: To equip undergraduates about to become Foundation year 1 with the prioritisation skills along with others highlighted by Illing in a very real yet safe environment. METHODS: We devised a simulated teaching session 'an evening on call'. Each individual student had a 45 min session, held on mock wards where they were given a handover task list, and like a de facto on call would be paged by the wards at varying intervals. Tasks ranged from prescribing night sedation, interpretation of ECG and blood results to dealing with acute gastrointestinal bleeds. At the end of the session each student was given feedback on their prioritisation and patient management by an experienced medic. RESULTS: Feedback from students rate this as one of the best ways to learn as they have responsibility for patients in a very safe yet real environment. They felt better prepared for the job they were about to do. CONCLUSION: Simulated teaching is a relatively easy yet effective way to teach prioritisation and other skills. We hope that our method is self-explanatory and could be adapted for other teaching groups or material.

Preparing medical students for clinical decision making: a pilot study exploring how students make decisions and the perceived impact of a clinical decision making teaching intervention.

BACKGROUND: Junior doctors are frequently faced with making difficult clinical decisions and previous studies have shown that they are unprepared for some aspects of clinical decision making. AIM: To explore medical students' feelings and strategies when responsible for making clinical decisions and to obtain students' views of the effectiveness of a clinical decision making teaching intervention. METHODS: A teaching intervention was developed, consisting of a clinical decision making tool, a tutorial and scenarios within a simulated ward environment. A total of 23 volunteer students participated in individual interviews immediately after their simulator sessions. The qualitative data from the interviews were analysed to identify emerging themes. RESULTS: Despite extended shadowing programmes, students feel unprepared for clinical decision making as FY1s, and lack effective decision making strategies. Experiencing complex decision making scenarios through individually orientated simulation results in students being subjectively more prepared for work as FY1s. CONCLUSION: Students continue to feel unprepared for the responsibility of clinical decision making. A teaching intervention, including simulated individual clinical scenarios, later in undergraduate training, appeared to be useful in improving medical students' decision making, specifically in relation to making a diagnosis, prioritising, asking for help and multi-tasking, but further work is required.

Clinical utility of the pretreatment glasgow prognostic score in patients with advanced inoperable non-small cell lung cancer.

INTRODUCTION: Traditional tumor-based staging systems provide limited information on the best treatment option for individual patients with advanced inoperable non-small cell lung cancer (NSCLC). The Glasgow prognostic score (GPS) reflects the host systemic inflammatory response and is a validated independent prognostic factor in these patients. The aim of this study was to examine the clinical application of the pretreatment GPS in a mature cohort of patients with inoperable NSCLC. METHODS: The data of 261 patients with inoperable NSCLC were collected prospectively and before treatment. Information on patient demographics, body mass index, performance status (PS), the modified Glasgow prognostic score (mGPS), the prognostic index, and treatment received were included. RESULTS: The majority of patients were aged 65 years or older (68%), were men (59%), had a body mass index more than 20 (89%), and an Eastern Cooperative Oncology Group performance status (ECOG-PS) 0 or 1 (54%). Most patients had a pretreatment mGPS = 1 (62%) and pretreatment prognostic index = 1 (56%). During the follow-up period, 248 (95%) patients died, 246 from their disease. The median survival was 8 months. On multivariate analysis, age (p = 0.001), ECOG-PS (p < 0.05), mGPS (p < 0.0001), and tumor stage (p < 0.0001) were independently associated with cancer-specific survival. Using 5-year cancer-specific mortality as an end point, the area under the receiver operator curve was 0.735 (95% confidence interval [CI], 0.566-0.903; p = 0.024) for the mGPS, 0.669 (95% CI, 0.489-0.848; p = 0.106) for ECOG-PS, and 0.622 (95% CI, 0.437-0.807; p = 0.240) for tumor, node, metastasis stage. Patients with an increased mGPS were more likely to have a poorer ECOG-PS (p < 0.05), an increased white cell count (p < 0.05), and received palliative treatment (p < 0.05). CONCLUSION: The pretreatment mGPS is a useful and important predictor of cancer-specific survival in patients with inoperable NSCLC. Basing clinical assessment on the mGPS has implications for the routine monitoring and treatment of the patients.

A prospective study of the impact of weight loss and the systemic inflammatory response on quality of life in patients with inoperable non-small cell lung cancer.

The relationship between weight loss, the systemic inflammatory response and quality of life in patients with inoperable non-small cell lung cancer (NSCLC) was studied. The extent of weight loss, the systemic inflammatory response (C-reactive protein) and quality of life (EORTC-QLQ-C30) was measured in 106 patients with inoperable NSCLC (stage III and IV). Approximately 40% had more than 5% weight loss and almost 80% had elevated circulating C-reactive protein concentrations (>10 mg/l). The functional scale scores of the EORTC-QLQ-C30 were poor (50 or less) and the fatigue symptom score was also poor (50 or more). When patients were grouped according to whether or not they had experienced more than 5% weight loss, Karnofsky performance status and global quality of life were lower (P<0.05) and symptom scores fatigue (P<0.05) and pain (P<0.01) were greater in the weight-losing group. When the weight-stable cancer patients were grouped according to whether or not they had evidence of a systemic inflammatory response, the symptom fatigue was higher in the inflammatory group (P<0.05). In the weight-stable cancer patients C-reactive protein concentration was correlated with fatigue r=0.31 (P<0.05). The results of the present study indicate that both weight loss and the systemic inflammatory response impact on different aspects of quality of life. In particular, fatigue is associated with the presence of a systemic inflammatory response independent of weight loss.