A uses and gratifications approach to studying how physicians learn: Influence of communication channels, paternalism, and topic orientation in the University of Wisconsin DES education campaign

Using the classic uses and gratification paradigm, this study examines how physicians acquire new information during the course of their professional lives through the prism of the University of Wisconsin DES Education Project, funded by the National Cancer Institute.;This dissertation deals only with the physician intervention arm of a dual-pronged project designed to increase awareness and knowledge among consumers and health care providers about the health consequences of exposure to the artificial estrogen, diethylstilbestrol (DES).;Of 3000 physicians primarily in Wisconsin and Minnesota, 771 replied to the pre-test and post-test questionnaires. All physicians were mailed packets of printed materials about DES as well as a video-taped lecture and the opportunity to earn one continuing medical education credit. Lectures on DES presented by faculty members of the University of Wisconsin and University of Minnesota medical schools were delivered at hospitals and clinics in 7 of 8 test cities.;Consumer education consisted of three 30-second PSA-type advertisements written and dramatized especially for this intervention. These were broadcast via local television stations at least twice each day for four months in 4 of the 8 test cities.;Highest knowledge gain was found for physicians who reported receiving the mailed materials. Attendance at lectures also significantly increased knowledge, but at a lower rate than mailed materials. Respondents who had personal acquaintances or patients who were DES-exposed learned more than those for whom DES was not personally salient.;Respondents who scored high in the personality trait of paternalism learned significantly less than their more egalitarian colleagues. This negative association between personality and cognitive competence argues for codified efforts to teach empathy to student doctors.;And finally, physicians who reported seeing our televised PSAs scored significantly higher in post-test knowledge than respondents who did not see the ads, leading to the conclusion that public education has a significant positive effect on physician learning. This result may be attributable to a priming effect or to a simple desire of physicians to avoid embarrassment when confronted with educated patients.