Psychological Distress, Burnout, and Academic Performance in First Year College Students.

BACKGROUND: The first years of university can be very challenging for students. Previous research has focused on the study of the prevalence of burnout and of psychological distress in medical students. The aim of this study was to investigate the prevalence of psychological symptoms and burnout reported by first-year students, the relationship between these variables and their academic performance, and the differences between health and non-health sciences students. METHODS: An observational study with a cross-sectional design was performed. Students of health sciences (medicine, nursing, physiotherapy, psychology), and non-health sciences (biology, social sciences, business management, and engineering) undergraduate programs completed the Brief Symptom Inventory (BSI-18) and the Maslach Burnout Inventory-Student Survey (MBI-SS). Students' grades for the first semester were collected. RESULTS: A sample of 506 students participated. Prevalence of psychological distress was 27.1% and burnout was 7.3%. Academic performance was unaffected in relation to either psychological distress or burnout. Non-health sciences students showed a greater risk of depression. CONCLUSIONS: This study provides evidence of the high prevalence of psychological distress in the first year of college. Even when burnout prevalence was low, the results suggest the need to introduce prevention programs to improve the psychological wellbeing of these students.

El cine comercial como medio de aprendizaje de la Farmacología / Commercial cinema as a resource for learning Pharmacology

Las películas comerciales se utilizan cada vez más como método de enseñanza en muchas disciplinas universitarias. En medicina son un recurso importante para enseñar algunos aspectos médicos al ser ilustrados usando el lenguaje cinematográfico. La relación médico-paciente, los dilemas éticos o el profesionalismo son alguno de los temas más presentes en las películas comerciales. En el presente manuscrito tratamos del interés del cine comercial en el campo de la farmacología, cuyo conocimiento está en la frontera de los campos básicos y clínicos. Revisamos el uso de películas para mejorar la enseñanza y aprendizaje de la farmacología y la farmacología clínica. Por ello describimos algunas películas que son especialmente útiles para este propósito, como Awakenings / Despertares de 1990, Lorenzo’s oil / El aceite de Lorenzo de 1992, The constant gardener / El jardinero fiel de 2005 y más recientemente Dallas Buyers Club (2013). Se incluyen algunas recomendaciones para su uso óptimo en la enseñanza de farmacología y farmacología clínica

Commercial movies are increasingly used as a teaching method in many college disciplines. In medicine they are an important resource to teach some aspects of medicine that will gain a considerable benefit of being illustrated using the cinematographic language. Doctor-patient relationship, ethics dilemmas, or professionalism are the most considered in commercial movies. In the present paper we deal with the interest in the field of pharmacology, whose knowledge is in the frontier of basic and clinical fields. We review the use of movies for improving the teaching of pharmacology and clinical pharmacology. Some movies are especially useful to this purpose such as Awakenings (1990), Lorenzo's oil (1992), The constant gardener (2005) and more recently Dallas Buyers Club (2013). Some recommendations for its optimal use in the teaching of pharmacology and clinical pharmacology are included

El cine comercial como recurso para la docencia de la Farmacología / Commercial cinema as a resource for Pharmacology teaching

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The usefulness of TV medical dramas for teaching clinical pharmacology: A content analysis of House, M. D / La utilidad de las series médicas de televisión en la enseñanza de la farmacología clínica: un análisis de contenido de House, M. D

INTRODUCTION: Television medical dramas enjoy great popularity among the general public and university students. These dramas have been used to illustrate important aspects of medical training (doctor-patient relationships, professionalism, ethical conflicts), but their usefulness for discussing the use of drugs in medical care remains unexplored. We analyzed pharmacological issues in House, M.D. to determine their potential usefulness in teaching clinical pharmacology. MATERIAL AND METHODS: Two investigators, blind to each other's responses, reviewed each of the 22 episodes of the first season of House, M.D., recording the main and secondary topics dealt with as well as the drugs portrayed and rating the episode's interest for teaching clinical pharmacology (High/Medium/Low). Discordant ratings were settled by a third (or fourth, if necessary) investigator. RESULTS: Most episodes included information on drugs; in six, pharmacologic issues were the main topics. The episodes dealt with 115 drugs, mainly anti-infective (16.5%), cardiovascular (12.2%), CNS-acting (12.2%), and analgesic or anti-inflammatory (12.2%) drugs. Five episodes were considered very useful for teaching clinical pharmacology. DISCUSSION: The episodes of the first season of House, M.D. contained frequent references to drug treatment and pharmacological issues; in a few episodes, the main topic was related with clinical pharmacology. Before medical dramas are recommended as a regular teaching tool, their pedagogical efficacy should be tested empirically

INTRODUCCIÓN: Las series médicas de televisión disfrutan de gran popularidad entre los estudiantes universitarios, y se han empleado para ilustrar aspectos importantes de la educación médica (relación médico-paciente, profesionalismo, conflictos éticos). Su utilidad para debatir el empleo de medicamentos en la práctica médica no se ha evaluado. En el presente estudio analizamos los temas farmacológicos presentes en House, M.D. para establecer su interés potencial en la docencia de la farmacología clínica. MATERIAL Y MÉTODOS: Dos investigadores, desconocedores de las respuestas mutuas, revisaron los 22 episodios de la primera temporada de House, M.D., y registraron los temas principales y secundarios de cada episodio, así como los fármacos empleados. Asimismo, puntuaron su interés para la docencia de la farmacología clínica (alto/medio/bajo). Cuando existía discordancia, un tercer evaluador (y un cuarto, si era necesario) establecía la decisión final. RESULTADOS: La mayoría de los capítulos contenían información de medicamentos; en 6 los temas farmacológicos constituían el principal elemento argumental. Los episodios refirieron 115 fármacos, principalmente antiinfecciosos (16,5%), cardiovasculares (12,2%), neuropsicofármacos (12,2%) y analgésicos o antiinflamatorios (12,2%). Se consideró que 5 episodios podrían tener utilidad docente alta. DISCUSIÓN: Los episodios de la primera temporada de House, M.D. contenían referencias frecuentes a medicamentos y a temas farmacológicos. En un número reducido de episodios, el argumento principal se vinculaba a la farmacología clínica. Antes de que pueda recomendarse su empleo en docencia, debe evaluarse empíricamente su eficacia pedagógica

Usefulness of knockout mice to clarify the role of the opioid system in chronic pain.

Several lines of knockout mice deficient in the genes encoding each component of the endogenous opioid system have been used for decades to clarify the specific role of the different opioid receptors and peptide precursors in many physiopathological conditions. The use of these genetically modified mice has improved our knowledge of the specific involvement of each endogenous opioid component in nociceptive transmission during acute and chronic pain conditions. The present review summarizes the recent advances obtained using these genetic tools in understanding the role of the opioid system in the pathophysiological mechanisms underlying chronic pain. Behavioural data obtained in these chronic pain models are discussed considering the peculiarities of the behavioural phenotype of each line of knockout mice. These studies have identified the crucial role of specific components of the opioid system in different manifestations of chronic pain and have also opened new possible therapeutic approaches, such as the development of opioid compounds simultaneously targeting several opioid receptors. However, several questions still remain open and require further experimental effort to be clarified. The novel genetic tools now available to manipulate specific neuronal populations and precise genome editing in mice will facilitate in a near future the elucidation of the role of each component of the endogenous opioid system in chronic pain. LINKED ARTICLES: This article is part of a themed section on Emerging Areas of Opioid Pharmacology. To view the other articles in this section visit http://onlinelibrary.wiley.com/doi/10.1111/bph.v175.14/issuetoc.

El Hospital Militar de la calle dels Tallers de Barcelona (1843-1942) / The Military Hospital in Tallers Street, Barcelona (1843-1942)

La historia de los hospitales militares de Barcelona empieza con la llegada del ejército francés y la ocupación de la ciudad durante la Guerra de la Independencia en 1808. Las necesidades de asistencia a los soldados franceses conllevan la ocupación de varios establecimientos eclesiásticos, como el convento de los Padres de San Vicente de Paúl ubicado en la calle dels Tallers, en febrero de 1809. Pese al fin de la guerra y la marcha del ejército francés, el edificio siguió como hospital hasta 1816, cuando los religiosos volvieron. En 1821 sus propietarios lo cedieron para usos sanitarios con motivo de una epidemia de fiebre amarilla. En 1832 empezó a funcionar como fábrica de tabacos hasta que en 1843 se decidió su utilización definitiva como hospital militar. Durante los cien años siguientes el centro atendió las necesidades del ejército en Barcelona y cesó sus actividades en 1942 con la entrada en pleno funcionamiento de un nuevo hospital militar construido unos años antes. La historia del Hospital Militar de Tallers fue también la de sus médicos y pacientes. Los primeros realizaron además una importante tarea científica que se reflejó en las publicaciones médicas de la época y en numerosas presentaciones académicas. Los segundos constituyeron un grupo de enfermos con necesidades específicas diferenciadas de los pacientes civiles. El conocimiento de la historia del hospital contribuye al conocimiento de la historia de la sanidad militar española en el período de cambio del paradigma médico que acaeció durante su centenaria existencia (AU)

The history of Barcelona's military hospitals starts with the arrival of the French army and the occupation of the city during the War of Independence in 1808. The necessity to care for the French soldiers entailed the occupation of various ecclesiastic establishments, such as the Convent of Saint Vincent of Paul in Tallers street, in February 1809. Despite the end of the war and the French army leaving, the building continued as a hospital until 1816, when the monks returned. In 1821 the owners ceded its use for sanitary purposes due to an outbreak of yellow fever. In 1832 it began to function as a tobacco factory until, in 1843, its definite use as a hospital was decided. During the following hundred years the hospital attended the needs of the army in Barcelona and ceased its activities in 1942 when a new military hospital, built a few years before, became fully functional. The history of the Military Hospital in Tallers was also that of its doctors and patients. The former also carried out important scientific work which is reflected in the medical publications of the era and numerous academic presentations. The latter composed a group of patients with specific needs different from those of the civilian population. Knowledge of the history of the hospital contributes to the history of Spanish military healthcare in a period of change within the medical model that took place during its centenary existence (AU)

Benefits of using a hybrid problem-based learning curriculum to improve long-term learning acquisition in undergraduate biology education.

Although problem-based learning (PBL) has been used for over 40 years, with many studies comparing the benefits of PBL versus other educational approaches, little attention has been paid to the effectiveness of hybrid PBL (H-PBL) curricula. Here we aimed to compare the learning outcomes of two groups of undergraduate biology students working towards a bachelor's degree: one group used an H-PBL approach, while the second used a lecture-based learning (LBL) approach. Specifically, the H-PBL group used a PBL module with interdisciplinary problems, which represented 20% of the entire curriculum. The main outcomes of evaluation were the long-term acquisition of factual knowledge and the problem-solving skills at the end of the bachelor's degree. The sample included 85 students, 39 in the H-PBL group and 46 in the LBL group. We found that an H-PBL curriculum can improve the students' learning outcomes such as long-term knowledge acquisition, problem solving skills and generic competences.

The endocannabinoid system and neuropathic pain.

The research of new therapeutic strategies for neuropathic pain represents a major current priority. Important drawbacks to advance in the development of these therapies are the limited translational value of the animal models now available and the elucidation of the complex neuronal and immune pathophysiological mechanisms underlying neuropathic pain. One of the neurotransmitter systems participating in neuropathic pain control that has recently raised a particular interest is the endocannabinoid system. This system is highly expressed in neurons and immune cells, and it plays a crucial role in the development of neuropathic pain. Preclinical studies have provided important findings, revealing the potential interest of the endocannabinoid system for the treatment of neuropathic pain. These studies have reported the analgesic effects of cannabinoid agonists in multiple neuropathic pain models, and they have identified specific targets within this system to develop more effective and safe analgesic compounds. However, further studies using more relevant neuropathic pain animal models are required to confirm these interesting results. Several clinical studies suggest that cannabinoids significantly reduced neuropathic pain, although most of these trials fail the required standards of quality. The different pain patient populations included in the systematic reviews also make it difficult to get adequate conclusions. Therefore, additional clinical trials that consider an adequate number of patients, the use active treatments as controls, and longer duration of administration are required to have an adequate profile of the effectiveness and safety of cannabinoids in neuropathic pain.

Using feature films as a teaching tool in medical schools / El empleo de películas comerciales en las facultades de medicina

Feature films can be powerful teaching tools. However, to ensure successful results, teachers should bear several principles in mind. In this review, we recommend some principles for using films in medical education. We discuss how to choose appropriate films and how to make the most of them in the course. To identify educational elements in the film, we recommend reading the literature and watching the film carefully. It is important to check that the material is appropriate for the students' current knowledge. Longer films can be difficult to use, but using individual scenes is an option. The plausibility of the events depicted may sometimes be more important than their factual accuracy. Discussion of the film should be limited to a few questions previously identified by teachers. Medical issues are only one useful aspect in films; social and humanistic elements are also valuable. Adequate assessment of students' learning after the activity is critical to establish the legitimacy of using the film as a teaching activity

Las películas comerciales son instrumentos muy útiles para transmitir información. No obstante, es aconsejable que los profesores consideren la aplicación de algunos principios para conseguir los mejores resultados con su empleo. En el presente artículo se realizan algunas recomendaciones que pueden ayudar a aquellos que desean utilizarlas en su actividad docente. Para establecer los elementos educativos, se sugiere leer los artículos disponibles sobre la película así como visionar la película para comprobar que sus contenidos no se encuentran por debajo ni por encima de sus conocimientos actuales. Su duración puede ser un inconveniente y, en esta situación, puede ser más recomendable seleccionar algunas de sus escenas. La plausibilidad de los hechos presentados en la película puede ser de más utilidad que su exactitud. A fin de obtener un resultado adecuado, es recomendable que el debate se centre en un número reducido de preguntas que se han seleccionado previamente por el profesor. Los aspectos médicos constituyen habitualmente solo una parte del argumento, y los elementos sociales y humanísticos pueden ser de gran valor para contextualizar la situación tratada. Por último, una evaluación adecuada de los estudiantes tras la actividad es crítica para legitimar el empleo de las películas como actividad docente

Introducción de un portafolio para fomentar competencias transversales de los estudiantes universitarios / Use of a portfolio to improve generic skills of the pre-graduate students

Durante el curso 2003-04, en la Facultad de Ciencias de la Salud y de la Vida de la Universidad Pompeu Fabra se inició la experiencia de introducir un portafolio para fomentar cuatro competencias transversales relevantes: comunicación oral delante de un auditorio, comunicación escrita, búsqueda de información mediante el uso de las nuevas tecnologías y trabajo en equipo. La experiencia se inició con los estudiantes del último curso de los estudios de Biología, que tienen una orientación biosanitária. Después de una reacción contraria inicial por parte de los estudiantes, el portafolio final propuesto fue semiestructurado, tutorizado por un profesor y de realización voluntaria. La evaluación fue dicotómica, positiva o negativa. Si se realizaba la actividad, el estudiante obtenía un plus sobre la nota en una asignatura con un número elevado de créditos. Cerca del 50 % de los alumnos participó en el primer año y el 75% en el segundo. Todos los participantes superaron el ejercicio. La dedicación media invertida por los estudiantes en su realización fue aproximadamente 15 horas y los tutores prestaron una dedicación media de 2 horas en la actividad. La mayoría de participantes, estudiantes y tutores, manifestaron satisfacción con la actividad, siendo más elevada en los tutores. La experiencia ha sido valorada muy positivamente ha servido para generalizarla a todos los alumnos iniciarla desde el primer curso de carrera (AU)

In the 2003-4 academic year, the Faculty of Health and Life Sciences of the Pompeu Fabra University launched the experience of introducing a portfolio to encourage interest in developing four relevant generic skills: public presentation skills, written communication, the ability to search for information using new technologies, and teamwork. The first participants of the experience were final year students of Biology. This career emphasizes in human biology and has a biosanitary orientation. After an initial negative reaction from the students, the final portfolio as presented was semi-structured, voluntary, and tutored by a university lecturer. Only two possible evaluations were used - positive or negative. If a student carried out the activity, he or she obtained a “plus” on top of the mark for a subject with a high number of credits. Approximately 50 % of the students participated in the first year and 75% in the second. All of the participants passed the exercise, with the students dedicating an average of 15 hours to the activity and the tutors an average of 2 hours. Most of the participants, both students and tutors, declared their satisfaction with the activity, with the tutors reporting a higher rate of satisfaction than the students. The evaluation of the experience was very positive and as a result the activity has now become a general one for all students from the first year of their university studies (AU)

Los minicasos como un método docente adyuvante a las clases magistrales: la opinión de los estudiantes sobre una experiencia piloto en farmacología / Minicases as an adjunct to lectures in the teaching of pharmacology. The students’ point of view in a pilot experience

Introducción: En el presente artículo describimos un estudio piloto utilizando los minicasos, conjuntamente con las clases magistrales, en la docencia de la farmacología. Material y Métodos:. Se utilizaron 9 minicasos. Consistían en un texto de 5 líneas con dos preguntas, relacionadas con el tema de la clase magistral. Se entregaban al inicio de ésta y se concedía a los estudiantes 5 minutos al finalizarla para responderlas. La participación era voluntaria. Los textos se corregían y se podía obtener hasta 1 punto adicional a la nota del examen. Se evaluó la opinión de los estudiantes mediante una encuesta diseñada al efecto. Resultados: De los 69 estudiantes matriculados 43 respondieron. Entregaron una media de 7,6 minicasos y puntuaron 7,5 su utilidad para entender mejor la disciplina, 5,9 el grado de dificultad y 7,3 su interés. Sobre las razones en participar, puntuaron 8,5 la posibilidad de obtener el extrabonus, 7,5 el conocer mejor los temas y 6,8 el desafío de resolver el problema. El 67% señaló que habían aumentado su asistencia a las clases magistrales y el 95% que los resolverían sin extrabonus. Todos participarían en experiencias futuras de este tipo. Conclusiones: Los minicasos pueden ser un método eficiente para mejorar la asistencia de los estudiantes a las clases magistrales y mejorar la comprensión de éstas (AU)

Introduction: We report here a preliminary study using mini-cases or very short problems in conjunction with traditional lectures for teaching medical students. Material and Methods: We used nine mini-cases in our lectures on pharmacology. Mini-cases consist of a five-line text with two questions on the subject of the lecture. They were delivered just before the lecture, and students were given five minutes to answer the questions at the end. Teachers evaluated their correctness and were able to award up to 1 extra point to the overall mark in the regular exam. At the end of term the experience was evaluated by asking students to answer ten questions anonymously. Results: Forty-three (out of 69) answered the questionnaire. They handed in a mean of 7.6 mini-cases and gave a mean score of 7.5 for their usefulness in understanding the subject better, 5.9 for the degree of difficulty and 7.3 for their interest. When asked about their reasons for taking part, they scored 8.5 for the possibility of obtaining an extra mark, 7.5 for the idea that they would understand the subjects better and 6.8 for the challenge of solving the problem. Around 67% reported that mini-cases increased attendance at lectures and 95% said they would participate even if extra marks were not available. All participants reported that they would participate in similar experiences in the future. Conclusion: We conclude that mini-cases may be a cost-effective method for improving students' attendance at lectures, as well as their understanding (AU)

Neuropathic pain is enhanced in delta-opioid receptor knockout mice.

We have evaluated the possible involvement of delta-opioid receptor (DOR) in the development and expression of neuropathic pain. For this purpose, partial ligation of the sciatic nerve was performed in DOR knockout mice and wild-type littermates. The development of mechanical and thermal allodynia, as well as thermal hyperalgesia was evaluated by using the von Frey filament model, the cold-plate test and the plantar test, respectively. In wild-type and DOR knockout mice, sciatic nerve injury led to a neuropathic pain syndrome revealed in these nociceptive behavioural tests. However, the development of mechanical and thermal allodynia, and thermal hyperalgesia was significantly enhanced in DOR knockout mice. These results reveal the involvement of DOR in the control of neuropathic pain and suggest a new potential therapeutic use of DOR agonists.

Los itinerarios profesionales en Biología: un ejemplo de formación académica orientada a la inserción profesional / Professional pathways in Biology: an example of professionally-oriented teaching

Uno de los retos de la Universidad es formar los profesionales necesarios para la sociedad en que está inserta. Este ajuste no es fácil de obtener debido la rigidez de los planes de estudios oficiales y a las cambiantes necesidades sociales. Sin embargo, el próximo Espacio Europeo de Educación Superior tiene este empeño como uno de sus principales objetivos. En el presente artículo se preséntala experiencia de los itinerarios profesionales de la licenciatura en Biología de la Universito Pompeu Fabra durante dos cursos académicos. Situados en el quinto curso del plan de estudios, permiten aros estudiantes una formación específica en uno de los ámbitos profesionales en los que pueden insertarse laboralmente. La experiencia muestra que, tras un período de uno o dos años de su graduación, el 83% de los egresados se encuentran realizando un trabajo remunerado, en la mayoría de los casos relacionado con la biología, mientras que un9% realizan otros estudios (no doctorado).Sólo el 3% de los graduados están buscando trabajo de forma activa. En conclusión, los itinerarios profesionales pueden constituir una estrategia educativa adecuada para permitir que los licenciados en Biología se inserten con éxito en ocupaciones laborales acordes con su formación (AU)

One of the main challenges facing universities is to train professionals who possess the skills that society requires. This is difficult to achieve due to the rigidity of official curricula and the constantly changing needs of society. However, it remains one of the main goals of the Bologna process. This paper describes the experience of the professional pathways which form part of the biology degree offered by the Universitat Pompeu Fabre, over a period of two academic years. Professional pathways are an essential part of the fifth year syllabus and provide students with specific training in one of the professional settings in which they may eventually work. Our experience shows that 83% of graduates are currently working in biology-related posts, while an additional 9%are engaged in postgraduate studies (non-PhD programmes). Only 3% of graduates are actively seeking employment. In summary, professional pathways may constitute a valid educational strategy for preparing biology graduates for successful professional activity in biology-related environments (AU)

[Nocebo effect: the other side of placebo]. / Efecto nocebo: la otra cara del placebo.

Administration of drugs is often followed by beneficial (placebo effects) and harmful (nocebo effects) effects that are not always related to their mechanism of action. Nocebo effects are rather unknown even when may be the source of many adverse reactions which could be erroneously attributed to drug therapy. Some mechanisms have been postulated which might be associated with the development of nocebo effects. Expectancy, learning and classical conditioning are probably important in the psychological domain. The neuropharmacological substrate is much less known yet an opioid peptide-cholecystokinin interaction has been suggested. At the clinical setting, a nocebo effect should be suspected in those patients who present common unspecific symptoms after drug administration and have a tendency to somatize. An early detection of these patients may contribute to the prevention of the nocebo effect.

Efecto nocebo: la otra cara del placebo / Nocebo effect: the other side of placebo

La administración de medicamentos se acompaña de la aparición de efectos beneficiosos e indeseables que no siempre son debidos al mecanismo farmacológico. Los primeros se conocen como efecto placebo, mientras que los segundos se denominan efecto nocebo. Este último es mucho menos conocido a pesar de que puede constituir una fuente importante de reacciones adversas que se atribuyen al tratamiento farmacológico. Se postulan algunos mecanismos que podrían estar implicados en su aparición. En el ámbito psicológico, es importante la consideración de las expectativas, el aprendizaje y el condicionamiento clásico. Menos conocido es su sustrato neuroquímico, pero se han planteado las posibles interacciones entre opioides endógenos y colecistocinina. En la práctica clínica, debe considerarse la presencia de efecto nocebo en los pacientes que presentan trastornos inespecíficos frecuentes asociados a la administración de medicamentos y que somatizan con facilidad. Su detección temprana puede contribuir a la prevención del efecto nocebo (AU)

Administration of drugs is often followed by beneficial (placebo effects) and harmful (nocebo effects) effects that are not always related to their mechanism of action. Nocebo effects are rather unknown even when may be the source of many adverse reactions which could be erroneously attributed to drug therapy. Some mechanisms have been postulated which might be associated with the development of nocebo effects. Expectancy, learning and classical conditioning are probably important in the psychological domain. The neuropharmacological substrate is much less known yet an opioid peptide-cholecystokinin interaction has been suggested. At the clinical setting, a nocebo effect should be suspected in those patients who present common unspecific symptoms after drug administration and have a tendency to somatize. An early detection of these patients may contribute to the prevention of the nocebo effect (AU)

How does the general population treat their pain? A survey in Catalonia, Spain.

Several epidemiological studies have shown that pain is a very common complaint in patients who seek medical care. However, the characteristics of how pain is treated in the general population have been studied less. The present survey was conducted to describe and analyze how the general population of Catalonia (Spain) approaches the treatment of their pain complaints. The study was carried out in 1964 adults who were surveyed by phone about the presence of painful events in the last six months, the intensity and location of their pain, what they did to treat their pain, and their resulting level of relief. Data were compared by age and gender. Pain prevalence was high (78.6%) and more frequent in women. The therapeutic strategy most commonly used was a visit to the physician (66.3%), followed by self-medication (27.6%) and alternative medicines (20.5%). Drugs were the primary treatment used by physicians (86.5%), followed by physical therapy (18.1%). Pain in the extremities, back and neck pain were often unsuccessfully treated. Self-medication was often performed with acetylsalicylic acid and paracetamol (acetaminophen), and was commonly used in conjunction with other therapeutic approaches (51.9%). Age (low use of paracetamol in the elderly) and gender (low use of paracetamol in men) were related to the type of drug used in self-medication. Older men, and those with severe pain located in the chest, required hospital admission more commonly. In conclusion, pain is a common reason for seeking medical care and using drugs. Therapeutic approaches are often related to the type of pain, but also to age or gender. Knowledge of these characteristics may allow for a more efficient use of available resources.