[Pharmaceutical cognitive doping in students: a chimeric way to get-a-head?]
Louise Carton1, Nicolas Cabé2, Olivier Ménard3
1Inserm, UMR S1171, service de pharmacologie médicale, université de Lille, CHU de Lille, 59000 Lille, France; CEIP-addictovigilance, service de pharmacologie médicale, CHRU de Lille, 59045 Lille cedex, France; Service d'addictologie et de psychiatrie, CHU de Lille, 59037 Lille, France.
Therapie
|December 12, 2017
Summary
Student pharmaceutical cognitive doping, using drugs like methylphenidate, is prevalent but offers limited benefits. This practice raises concerns about health, equality, and academic integrity, necessitating better regulation and prevention.
Area of Science:
- Neuroscience
- Pharmacology
- Educational Psychology
Background:
- Academic pressure and competition drive students towards cognitive enhancement.
- Pharmaceutical cognitive doping involves using prescription drugs, illegal substances, and OTC products.
Purpose of the Study:
- To describe current practices of pharmaceutical cognitive doping among students.
- To evaluate the benefit/risk ratio of cognitive doping.
- To discuss the broader implications and regulatory challenges.
Main Methods:
- Literature review of studies on pharmaceutical cognitive doping prevalence.
- Analysis of commonly diverted therapeutic classes and illegal substances.
- Examination of student motivations and perceived vs. actual cognitive effects.
Main Results:
- Prevalence rates vary widely (1.3%–33%), influenced by country and definition.
- Psychostimulants (methylphenidate, modafinil), nootropics, and other drug classes are frequently misused.
- Reported cognitive benefits are often exaggerated, with modest and controversial effects.
Conclusions:
- Cognitive doping poses significant health risks and ethical concerns regarding academic equality.
- Regulation is debated, balancing individual freedom against potential harms.
- Strengthening university health services for prevention and risk identification is crucial.
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