e-SBI reduced hazardous drinking among university students, to an extent similar to that found for practitioner-delivered brief interventions in the general population. e-SBI offers promise as a strategy to reduce alcohol-related harm in a way that is non-intrusive, appealing to the target group, and capable of being incorporated into primary care. Research is required to replicate the findings, to determine the duration of intervention effects, and to investigate the mechanisms by which the intervention operates.

The purpose of this study was to describe and assess the utility of an Internet-based survey method for characterizing the alcohol consumption of college students. After extensive pilot research, a random sample of 1910 students aged 16-29 years was invited to complete a questionnaire, consisting of a series of web-pages linked to a relational database on a secure web-site. A branch structure allowed for tailoring of survey items by age and gender. The students received up to nine contacts, including a pre-notice letter with a token gift and an e-mail invitation (Phase 1), a reminder letter and e-mail message (Phase 2), and then telephone reminders and replacement access codes (Phase 3). Non-computer-users were offered a pen-and-paper alternative, making this a mixed-mode survey. The overall response to the survey was 82% (n = 1564). The median completion time was 16.7 min. Participants' comments showed high levels of satisfaction with the survey. Comparison of web (n = 1501) versus pen-and-paper completions (n = 63) revealed no modality effects. Technical problems addressed during the course of implementation included web-browser-operating system incompatibilities, and periodic network errors, although these resulted in little lost participation. Internet-based surveys are feasible for college student research and with carefully managed recruitment, can yield a high response.

Internet surveys are effective in obtaining alcohol use information from students. Minimal incentives may suffice if coupled with intensive follow-up.

BackgroundSocial media and Internet technologies present several emerging and ill-explored issues for a modern healthcare workforce. One issue is patient-targeted Googling (PTG), which involves a healthcare professional using a social networking site (SNS) or publicly available search engine to find patient information online. The study’s aim was to address a deficit in data and knowledge regarding PTG, and to investigate medical student use of SNSs due to a close association with PTG.MethodThe authors surveyed final year medical students at the Otago Medical School, University of Otago in January 2016. A subset completed focus groups that were analysed using thematic analysis to identify key themes relating to students’ attitudes towards PTG, and reasons why they might engage in PTG.ResultsFifty-four students completed the survey (response rate = 65.1%), which showed that PTG was uncommon (n = 9, 16.7%). Attitudes were varied and context dependent. Most participants saw problems with PTG and favoured more explicit guidance on the issue (n = 29, 53.7%). SNS usage was high (n = 51, 94.4%); participants were concerned by the content of their SNS profiles and who they were connecting with online. Participants showing high SNS use were 1.83 times more likely to have conducted PTG than lower use groups.ConclusionsThe diverse attitudes uncovered in this study indicated that teaching or guidelines could be useful to healthcare professionals considering PTG. Though ethically problematic, PTG may be important to patient care and safety. The decision to conduct PTG should be made with consideration of ethical principles and the intended use of the information.

Construct: The MUSIC ® Inventory measures the construct of academic motivation across five factors: empowerment, usefulness, success, interest, and caring. The factors are defined in terms of the degree the student perceives that they have control over their environment, that the coursework is useful to their future, that they can succeed in the course, that the course and instructional methods are interesting, and that the teacher cares about their wellbeing and their success respectively. Background: A valid measure of medical students' academic motivation would provide medical teachers with a method for evaluating the motivational aspect of their course, and provide focus for changes in teaching and learning to improve medical student engagement. While the MUSIC ® Inventory structure has been validated in the tertiary setting and with several professional programs, it has not been validated with medical students. The aim of this study was to use both classical test theory and Rasch modelling to assess the reliability and confirm the structure of the five-factor model of the MUSIC ® Inventory with medical students.Approach: 152 medical students completed the 26-item inventory. Descriptive statistics, internal consistency, correlations between factors, confirmatory factor analysis, and Rasch analysis using the rating scale model were performed to determine reliability and validity.Findings: The five factors showed good internal consistency (Cronbach's alpha 0.87 -0.92). Correlations between factors were moderate to high (r=.38 -.89). Confirmatory factor analysis highlighted inconsistencies in factor loadings of three of the items hypothesized to measure interest. Rasch analysis using the rating scale model showed that all items for each factor had good item fit (0.65 -1.37). Person separation (2.28 -2.85) and reliability (.84 -.91) scores indicated that the scales were able to differentiate different levels of respondents. Item separation (2.25 -6.97) and reliability scores (.83 -.98) indicated that the items of the scales were being differentiated by the respondents.Conclusions: Rasch analysis indicates that the five factors of academic motivation measured by the MUSIC ® Inventory account for the response patterns in data from medical students. However, while the factors of empowerment, usefulness, success, and caring showed expected reliability and validity using classical analysis, three of the interest items cross-loaded on to the usefulness factor. Possible reasons may include ambiguity of language for the items or medical students' conception of usefulness and interest. Future research will explore medical students' understanding of the language used to measure these factors in further detail.