Exploratory analysis of patients' motivations to quit smoking and participate in smoking cessation classes.

BACKGROUND AND OBJECTIVES: Significant research has evaluated the impacts of smoking, the impacts of exposure to secondhand smoke, the effectiveness of a variety of social and individual interventions for smoking cessation, and the frequency at which physicians discuss smoking cessation with their patients. Little research has addressed barriers to physician-initiated discussion and intervention related to smoking cessation, especially pertaining to resident physicians treating low-income patients. The existing research indicates that physicians have low expectations regarding patients' desires to quit smoking and often wait to discuss smoking cessation with patients until the patient broaches the subject. The purpose of this pilot was to identify trends in smoking, desire for smoking cessation, and desire to participate in smoking cessation classes at the family practice clinic. METHODS: Patients completed a survey eliciting demographic information, smoking behavior, presence of chronic illness, desire to quit smoking, and reasons for wanting to quit smoking. RESULTS: Higher rates of smoking and lower rates of desired cessation were identified. However, among patients contemplating smoking cessation, a relatively high number desired cessation classes. Higher numbers of failed quit attempts were predictive of increases odds of both wanting to quit and desire for cessation classes. Other predictors of cessation desire and class participation are discussed. CONCLUSIONS: Based on the current research, physicians are encouraged to follow practice guidelines, asking all patients about smoking behavior and assisting in their efforts to quit, especially those who have previously been unsuccessful in the past.

Activating diversity: the impact of student race on contributions to course discussions.

Racial diversity is understood to play an important role for all students on the college campus. In recent years, much effort has gone into documenting the positive effects of this diversity. However, few studies have focused on how diversity impacts student interactions in the classroom, and even fewer studies attempt to quantify contributions from students of different races. Using Web blog discussions about race and religion, the authors uncover the differences in contributions black and white students make to those discussions. The implications of these findings are important for scholars interested in how diversity impacts student learning, and for policymakers advocating on behalf of affirmative action legislation.