BackgroundAntibiotic resistance (ABR) is a serious threat that requires coordinated global intervention to prevent its spread. There is limited data from the English-speaking Caribbean.MethodsAs part of a national programme to address antibiotic resistance in Jamaica, a survey of the knowledge, attitudes and antibiotic prescribing practices of Jamaican physicians was conducted using a 32-item self-administered questionnaire.ResultsOf the eight hundred physicians targeted, 87% responded. The majority thought the problem of resistance very important globally (82%), less nationally (73%) and even less (53%) in personal practices. Hospital physicians were more likely to consider antibiotic resistance important in their practice compared to those in outpatient practice or both (p < 0.001). Composite knowledge scores were generated and considered good if scored > 80%, average if 60–79% and poor if < 60%. Most had good knowledge of factors preventing resistance (83%) and resistance inducing potential of specific antibiotics (59%), but only average knowledge of factors contributing to resistance (57%). Knowledge of preventative factors was highest in females (p = 0.004), those with postgraduate training (p = 0.001) and those > four years post graduation (p = 0.03). Empiric therapy was often directed by international guidelines and cultures were not routinely done. Limited laboratory and human resources were identified as challenges.ConclusionPhysicians in this study were aware of the problem of ABR, but downplayed its significance nationally and personally. These results will guide a national antibiotic stewardship programme.
Formal education for sustainable development (ESD) is in large part dependent on capacity-building and training of teachers as they are the individuals who must both deliver ESD at the classroom level as well as utilise their own knowledge, values and skills in support of sustainability. In this research, teacher educators within a higher education institution in Jamaica undertook a collaborative action research project to infuse ESD into their selected undergraduate and postgraduate courses during the spring semester of the 2018/19 academic year. Data were collected from approximately 140 students through the use of a pre- and post-infusion concept map, which sought to ascertain various facets including students’ level of awareness and perspectives on sustainable development and ESD. Preliminary findings indicate that students’ understanding of sustainable development broadened after the courses, with most students believing that sustainable development involves social, economic and environmental improvements that do not come at the expense of our natural resources. Additionally, students’ thoughts about ESD shifted, with students highlighting aspects of the interdisciplinary nature of ESD and ESD as involving equitable and inclusive education, as well as attitudinal and behavioural changes. The findings of this research are significant in highlighting how the intentional infusion of ESD into courses across various specialisations can enhance students’ knowledge and awareness of sustainable development and ESD.
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