Distance learning in antimicrobial stewardship: innovation in medical education

Abstract

Background This study aimed to analyse the impact that web-based distance learning has on knowledge gain in medical students, as well as student perceptions of the methodology. Methods This was an educational intervention study conducted at a tertiary teaching hospital in the city of São Paulo, Brazil. From 2008 to 2014, we offered a free web-based distance learning course, covering antimicrobial use and microbial resistance, to fifth-year medical students. The course encompassed 100 h of activities, with five theoretical modules, exercises and simulations, within a virtual learning environment. The students were tutored in their online activities, and some classes were conducted in real time for live discussions. In addition, students underwent face-to-face assessments of their knowledge of the topic before and after the course. Statistical analysis was performed and the means of the overall scores were obtained, as were the respective 95% confidence intervals (CIs). The means were compared by two-tailed paired t -tests and by the paired Wilcoxon test. Results Of 814 eligible medical students, 606 (74.45%) completed the entire course during the study period. The mean score for knowledge of the topic was significantly higher on the final assessment than on the initial assessment ( p < 0.001). We found that dedication (in hours) was directly proportional to the level of participation, as reflected in the mean final score ( p = 0.009) and in the proportion of students who passed ( p = 0.028). All of the participants considered their knowledge adequate or insufficient before the course, stating that it is quite important or important to address the topic during medical education. Although dedication levels were low, 70.5% stated that they had learned “quite a lot” or “more than expected” about the topic and would dedicate more time to it if they could. Conclusions The use of a virtual learning environment can promote teaching and learning in the infectious diseases field, specifically for antimicrobial stewardship, increasing knowledge significantly, and should be considered for inclusion in the final stages of medical education.

Knowledge, Attitudes and Perceptions of Medical Students on Antimicrobial Stewardship

“…As far as time organization is concerned, curricula studies have shown that early introduction of AMR teaching as well as repetitive and enriched training upon antibiotic resistance, diagnosis, management, prescribing and communication skills would lead to a more comprehensive understanding of the challenges and complexities of infectious diseases [ 43 , 46 , 47 , 48 ]. Moreover, e-learning and online education about AMS is a desirable and effective method according to medical professionals and students [ 41 , 49 ], although a European survey questions the successfulness of this means [ 35 , 50 ]. Furthermore, a study based on a seminar for medical students included real patients and their advocates.…”

Medical and Dental Students' Knowledge and Perceptions About Antimicrobial Stewardship: A call for Educational Enhancement

“…A study reported that only 40% of students were aware of the term 'antimicrobial stewardship' and only a few of them felt ready for the practice of prescribing antibiotics (5). After the completion of an online course, 93.6% of medical students believed that the medical curriculum involved topics about the appropriate use of antibiotics and antimicrobial stewardship (12). Usually, the majority of educational interventions occur during postgraduate while behaviors and attitudes toward prescribing started to form and developed (13).…”

On-line virtual patient learning: a pilot study of a new modality in antimicrobial stewardship education for pediatric residents

“…The modules included both theoretical information as well as virtual patients. Significant improvement in mean knowledge scores was observed between pre and post intervention assessments (5.78 vs 8.45, p < 0.001) [ 15 ]. Similarly, Heath et al reported an improvement in AMS knowledge among 103 nurses at long-term care facilities after completing online learning modules.…”