Use of psychoactive substances at least once in life among Brazilian university students at the beginning and end of courses and the associated factors

Abstract Objective Investigate the use of psychoactive substances at least once in life among students at the beginning and end of their courses and determine the associated factors. Methods A cross-sectional study conducted with a representative sample of 398 students in public university. The students answered a questionnaire validated for the evaluation of drug use and socio-demographic data. Poisson regression analysis was performed. Results A total of 56.3% and 13.3% of the students had used both legal and ilegal drugs. The following variables remained significantly associated with legal drug use in the final model: male sex (PR=1.48; 95%CI: 1.25-1.76), older age group (PR=1.23; 95%CI: 1.03-1.47), not living with parents (PR=1.20; 95%CI: 1.01-1.41), not having a religion (PR=1.37; 95%CI: 1.16-1.62) and taking a course in the health field (PR=1.33; 95%CI: 1.08-1.64). The following variables were significantly associated with ilegal drug use: male sex (PR=2.33; 95%CI: 1.35-4.02), older age group (PR=2.27; 95%CI: 1.28-4.02), higher monthly income (PR=1.73; 95%CI: 1.05-2.85) and not having a religion (PR=1.70; 95%CI: 1.02-2.84). Conclusion Legal and ilegal drug use at least once in life was associated with social factors, sex, age, income, religion, living situation and type of higher education course.

摘要
研究目的：调查公立高校学生在学业起始与结业阶段曾至少一次使用精神活性物质的现状，并明确其相关影响因素。
研究方法：本研究为横断面研究，纳入某公立高校398名具有代表性的学生作为研究对象，所有学生填写经信效度检验的药物使用评估问卷与社会人口学问卷，随后采用泊松回归分析法开展数据分析。
研究结果：共计56.3%与13.3%的学生曾分别使用过合法与非法精神活性物质。最终模型显示，以下变量与合法药物使用呈显著关联：男性（患病率比PR=1.48；95%置信区间CI:1.25-1.76）、高龄组（PR=1.23；95%CI:1.03-1.47）、未与父母共同居住（PR=1.20；95%CI:1.01-1.41）、无宗教信仰（PR=1.37；95%CI:1.16-1.62）以及就读健康相关专业（PR=1.33；95%CI:1.08-1.64）。与非法药物使用显著相关的变量包括：男性（PR=2.33；95%CI:1.35-4.02）、高龄组（PR=2.27；95%CI:1.28-4.02）、月收入较高（PR=1.73；95%CI:1.05-2.85）以及无宗教信仰（PR=1.70；95%CI:1.02-2.84）。
研究结论：学生人生中至少一次使用合法与非法精神活性物质的情况，与社会因素、性别、年龄、收入、宗教信仰、居住状况及高等教育专业类型存在显著关联。