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Non-medical prescription drug use (NMPDU) is common among adolescents and young adults (AYAs) nationwide, with 14.4% reporting misuse in the past year. Little is known about characteristics of college students using NMPDU, including other substance use, such as hookah and tobacco, gender identity, and self-efficacy. The purpose of this study was to understand the relationship between hookah and tobacco use, gender identity, and self-efficacy and NMPDU among college students. College students from two universities completed phone interviews. Of the 275 college students interviewed (response rate 86%), 56% were female, and 75% were Caucasian. Variables included NMPDU, other substance use (hookah, alcohol, marijuana, and tobacco), gender, perceived social norms of NMPDU, and self-efficacy. Logistic regression was performed using a priori dependent variables. Lifetime NMPDU was endorsed by 24% of respondents, and participants most commonly reported misusing prescription stimulants. Lifetime consumption of hookah (p<0.01), recent alcohol use (p<0.05), and lifetime marijuana use (p<0.05) were associated with NMPDU. Tobacco use and self-efficacy were not associated with NMPDU. There was a strong positive relationship between NMDPU and consumption of hookah. These findings may aid in identifying those at risk for NMPDU, an important step for targeting prevention efforts of NMPDU in at-risk populations.

Intraoperative errors are inevitable, and how surgeons respond impacts patient outcomes. Although previous research has queried surgeons on their responses to errors, no research to our knowledge has considered how surgeons respond to operative errors from a contemporary first-hand source: the operating room staff. This study evaluated how surgeons react to intraoperative errors and the effectiveness of employed strategies as witnessed by operating room staff. A survey was distributed to operating room staff at 4 academic hospitals. Items included multiple-choice and open-ended questions assessing surgeon behaviors observed after intraoperative error. Participants reported the perceived effectiveness of the surgeon's actions. Of 294 respondents, 234 (79.6%) reported being in the operating room when an error or adverse event occurred. Strategies positively associated with effective surgeon coping included the surgeon telling the team about the event and announcing a plan. Themes emerged regarding the importance of the surgeon remaining calm, communicating, and not blaming others for the error. Evidence of poor coping also emerged: "Yelling, feet stomping and throwing objects onto the field. [The surgeon] cannot articulate needs well because of anger." These data from operating room staff corroborates previous research presenting a framework for effective coping while shedding light on new, often poor, behaviors that have not emerged in prior research. Surgical trainees will benefit from the now-enhanced empirical foundation on which coping curricula and interventions can be built. [ABSTRACT FROM AUTHOR]

Objective: To investigate the steps faculty surgeons take upon experiencing intraoperative error and synthesize these actions to offer a framework for coping with errors. Background: While intraoperative errors are inevitable, formal training in error recovery is insufficient and there are no established curricula that teach surgeons how to deal with the intraoperative error. This is problematic because insufficient error recovery is detrimental to both patient outcomes and surgeon psychological well-being. Methods: We conducted a thematic analysis. One-hour in-depth semistructured interviews were conducted with faculty surgeons from 3 hospitals. Surgeons described recent experiences with intraoperative error. Interviews were transcribed and coded. Analysis allowed for development of themes regarding responses to errors and coping strategies. Results: Twenty-seven surgeons (30% female) participated. Upon completion of the analysis, themes emerged in 3 distinct areas: (1) Exigency, or a need for training surgical learners how to cope with intraoperative errors, (2) Learning, or how faculty surgeons themselves learned to cope with intraoperative errors, and (3) Responses, or how surgeons now handle intraoperative errors. The latter category was organized into the STOPS framework: Intraoperative errors could produce STOPS: Stop, Talk to your Team, Obtain Help, Plan, Succeed. Conclusions and Relevance: This study provides both novel insight into how surgeons cope with intraoperative errors and a framework that may be of great use to trainees and faculty alike. [ABSTRACT FROM AUTHOR]