Background: Caffeine is often used for its benefits, which include increased vigilance. It does have side-effects, however, such as palpitations and withdrawal symptoms that include headaches and drowsiness. Tertiary education often requires students to study for extended hours, especially during periods of increased workload prior to tests and examinations. Medical students, who have to master a very large volume of academic work in a limited period of time, are no exception. This cross-sectional study investigated caffeine use for 'academic purposes' by first-to third-year medical students at the University of the Free State in 2006, and their knowledge of its benefits, side-effects and withdrawal symptoms.

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Accreditation authorities expect medical schools to increase their teaching standards and civic engagement, despite limited resources. The aim of this study was to investigate the feasibility of community-based (CB) electrocardiography (ECG) instruction in semesters 4 and/or 5 of the undergraduate MBChB programme at the University of the Free State in Bloemfontein, South Africa. A literature review and 34 structured interviews were employed, using a mixed-methods QUAN (þqual) research design. Regarding the preclinical phase, 18 interviewees strongly supported community-based learning (CBL) and 21 strongly supported task-based (TB) CBL. Responses were more conservative regarding the practicability of TB CBL. Twenty-two interviewees supported preclinical phase ECG-specific CBL. There was more support for implementing CB ECG in the clinical phase than in the preclinical phase. Challenges identified included finances, transport, personnel availability, clinic space, curriculum time constraints, student and driver absenteeism, and ethical aspects. Solutions for the preclinical phase included combining electrocardiography with other CBL tasks. Many interviewees supported preclinical phase TB CBL, although several factors determine its feasibility. Availability of human and other resources and curriculum time significantly impact CB ECG learning. Solutions necessitate additional locationspecific research.