The extensive use of antibiotics leads to antibiotic residues in frequently consumed foods. Generally, the main use of antibiotics in animals is to treat and prevent diseases and growth promotion. However, the residues and their breakdown products have several side effects on the human body and, in a broader sense, on the environment. In relation to the human body, the frequency of mutations is increased, the bone marrow is damaged (chloramphenicol), and the reproductive organs of humans are affected. Carcinogenic effects have been found with antibiotics such as sulfamethazine, oxytetracycline, and furazolidone. We summarized data from 73 scientific studies reporting antimicrobial residues in animal products that were freely available for sale. The studies were published in English starting from 1999 till 2021 and identified through the Pubmed search engine. The aims were to find out which antibiotics, legal or illegal, could be found in animal foods worldwide. Which are stable to get into the food chain and exceed the maximum residue limits (MRL) regarding the EU guidelines as a comparison. Reducing antimicrobial residues in food from animal origin and, in addition to this, fighting the tremendous growth and spread of antimicrobial resistance will undoubtedly be one of the most difficult food safety challenges in the coming years.

One of the most urgent matters in current medicine is the preservation of antibiotic treatment options due to an increasing threat of antibiotic resistance in pathogenic microorganisms. Therefore, increasing awareness by adapted science education and communication regarding this topic is of the utmost importance. This article shows that an out-ofschool laboratory course using active learning techniques is a valuable contribution to traditional teaching inciting personal and social responsibility. Attitude toward science (BRAINS), value of science to society (MATS), situational interest and emotions were tested. The participants' conception of antibiotics was evaluated by analysing follow-up mind maps. Generally, the laboratory course created positive feelings and situational interest. Compared to an instructor-directed frame, communication within an individually adapting discoursedirected frame conveyed more widespread perception of the topic, including societal and personal implications. The outcome of the study provides evidence that an out-of-school laboratory course can be a valuable tool for interest development in socio-scientific issues. Discourse-directed framing, in this environment, improves the individual ability to alter social and personal responsibility regarding science topics.