Do medical students feel prepared to prescribe antibiotics responsibly? Results from a cross-sectional survey in 29 European countries

Dyar, Oliver James; Nathwani, Dilip; Monnet, Dominique; Gyssens, Inge C.; Lundborg, Cecilia Stålsby; Pulcini, Céline; Wechsler-Fördös, Agnes; Kostyanev, Tomislav; Vlahović‐Palčevski, Vera; Kolář, Milan; Jensen, Ulrich Stab; Barlow, Gavin; Lutsar, Irja; Tamm, Liina; Vuopio, Jaana; Kern, Winfried V.; Kofteridis, Diamantis P.; Szilágyi, Emese; Kristinsson, Karl G.; Bergin, Colm; Pagani, Léonardo; Viale, Pierluigi; Dumpis, Uga; Matulionytė, Raimonda; Zarb, Peter; Simonsen, Gunnar Skov; Deptuła, Aleksander; Paiva, José-Artur; Florea, Dragoș; Siegfried, Leonard; Beović, Bojana; Paño‐Pardo, José Ramón; Lindsjö, Cecilia; Huttner, Benedikt

doi:10.1093/jac/dky150

Cited by 47 publications

(75 citation statements)

References 16 publications

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“…A cross-sectional multicentre online survey was conducted at medical schools in 28 European countries in 2015 [5]. All final year students at medical schools in Sweden and France could participate.…”

Section: Methodsmentioning

confidence: 99%

“…The survey consisted of 47 items, including questions on socio-demographics, self-reported preparedness on 27 curriculum topics on prudent antibiotic use (using a 7-point Likert-type scale [5]), availability and usefulness of teaching methods, and perceived need for further education at medical school. The questionnaire was developed in English and pilot-tested with eight students in France and the UK.…”

Section: Methodsmentioning

confidence: 99%

“…Responses for preparedness on topics were condensed into two categories (1–3, insufficiently prepared; 4–7, at least sufficiently prepared). As previously described [5], “topic preparedness scores” were created at the medical school level, then the country level. These represent the percentage of students at a medical school who felt at least sufficiently prepared on each topic.…”

Section: Methodsmentioning

confidence: 99%

“…The European-level results have been published [5]. This manuscript presents a detailed sub-group analysis of responses from all participating medical schools in France and Sweden, which were selected for further analyses for two reasons: first, there are significant differences between these countries in the intensity and type of antibiotic use [6, 7].…”

Section: Introductionmentioning

confidence: 99%

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Preparedness to prescribe antibiotics responsibly: a comparison between final year medical students in France and Sweden

Dyar

Lund

Lindsjö

et al. 2019

Eur J Clin Microbiol Infect Dis

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Students should graduate from medical school feeling prepared to prescribe antibiotics responsibly. We assessed self-reported preparedness among students at medical schools in Europe, and we focus here on the results from students in Sweden and France, countries with wide differences in the intensity of antibiotic consumption and burden of antibiotic resistance. We conducted a cross-sectional web-based survey in 2015, based on a comprehensive set of topics related to prudent antibiotic use. All final year students at a medical school in France or Sweden were eligible to participate. Preparedness scores were calculated for each student, and mean scores were compared at medical school and country levels. Comparisons were also made on availability of teaching methods. We received responses from 2085/7653 (response rate 27.2%) students from 31/34 eligible medical schools in France and 302/1124 (26.9%) students from 7/7 schools in Sweden. The relative ranking order of curriculum topics by preparedness level was consistent between countries, but students in Sweden had higher self-reported levels of preparedness in 21/27 topics. There was higher availability for eight of nine teaching methods at Swedish medical schools. Students in France were more likely to report a need for further education on antibiotic use (63.5% vs. 20.3%, p < 0.001). Final year students in France report lower levels of preparedness, less availability of teaching methods and higher needs for more education on antibiotic use. Furthermore, we have identified specific areas for improvement in education on prudent antibiotic use in both Sweden and France.Electronic supplementary materialThe online version of this article (10.1007/s10096-019-03494-2) contains supplementary material, which is available to authorized users.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Preparedness to prescribe antibiotics responsibly: a comparison between final year medical students in France and Sweden

Dyar

Lund

Lindsjö

et al. 2019

Eur J Clin Microbiol Infect Dis

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“…documenting allergic reactions in patient records, reporting side-effects) 9 Every independent prescriber must understand any legal requirements for prescribing antimicrobials in their country, and comply with these when prescribing This, the first set of internationally agreed generic competencies in AMPS for all independent prescribers in Europe, has several potential uses. The competencies can be used by regulators and professional bodies to inform standards [5,15]; by undergraduate and postgraduate educators to design curricula, create teaching materials and assess outcomes [16,17]; and by individuals to monitor their own competency. Where relevant, ideally these uses would be in conjunction with any existing competencies on infection prevention and control, and vaccine use.…”

Section: Box 2 Escmid Generic Competencies In Antimicrobial Prescribimentioning

confidence: 99%

ESCMID generic competencies in antimicrobial prescribing and stewardship: towards a European consensus

Dyar

Beović

Tacconelli

et al. 2019

Clinical Microbiology and Infection

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a b s t r a c tObjective: To develop a consensus-based set of generic competencies in antimicrobial prescribing and stewardship for European prescribers through a structured consensus procedure. Methods: The RAND-modified Delphi procedure comprised two online questionnaire rounds, a face-toface meeting between rounds, and a final review. Our departure point was a set of competencies agreed previously by consensus among a UK multi-disciplinary panel, and which had been subsequently revised through consultation with ESCMID Study Group representatives. The 46 draft competency points were reviewed by an expert panel consisting of specialists in infectious diseases and clinical microbiology, and pharmacists. Each proposed competency was assessed using a nine-point Likert scale, for relevance as a minimum standard for all independent prescribers in all European countries. Results: A total of 65 expert panel members participated, from 24 European countries (one to six experts per country). There was very high satisfaction (98%) with the final competencies set, which included 35 competency points, in three sections: core concepts in microbiology, pathogenesis and diagnosing infections (11 points); antimicrobial prescribing (20 points); and antimicrobial stewardship (4 points). Conclusions: The consensus achieved enabled the production of generic antimicrobial prescribing and stewardship competencies for all European independent prescribers, and of possible global utility. These can be used for training and can be further adapted to the needs of specific professional groups. O.J. Dyar, Clin Microbiol Infect 2019;25:13

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Transitioning from university to postgraduate medical training: A narrative review of work readiness of medical graduates

Padley

Boyd

Jones

et al. 2021

Health Science Reports

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Context Work readiness is often described in terms of the clinical competence medical graduates bring to day 1 of internship. Despite being increasingly viewed as a key graduate outcome, work readiness has remained poorly defined. Objective This narrative review draws on the international literature to explore how different research methods provide differing insight into what constitutes work readiness of medical graduates. From this, we explored contributory factors and developed a conceptual framework to better understand work readiness. Methods Databases were searched using the terms including “ready,” “readiness,” “preparedness,” “medical graduates,” “intern,” and “junior doctor.” Information was summarized using a textual description template that included information on study setting, participants, methodologies, limitations, and key result areas (including measures/themes and study conclusions). Consensus discussions between authors led to the naming and understanding of the key themes. Results Seventy studies were included in the review. Study participants included final‐year medical students (n = 20), junior doctors early in internship (n = 24), and junior doctors late in internship or postgraduate year 2 and above (n = 23). Most studies explored work readiness through the retrospective self‐report of the students and/or junior doctor participants. Quantitative research methods elaborated on key skills‐based competencies, whereas qualitative research methods provided insight into key contextual and individual characteristics that contributed to preparedness. Conclusions Different research methods provided insight into competencies, as well as individual and contextual aspects, associated with preparedness for practice. The transition from university to clinical practice is significant and requires personal capability and confidence, as well as a supportive training context. Enabling students to engage authentically in clinical environments enhanced preparedness by promoting understanding of role and responsibility. Individual resilience is important, but contextual factors, including provision of adequate support and feedback, can enhance or subtract from feeling prepared. We propose a novel conceptual framework for better understanding work readiness.

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Do medical students feel prepared to prescribe antibiotics responsibly? Results from a cross-sectional survey in 29 European countries

Cited by 47 publications

References 16 publications

Preparedness to prescribe antibiotics responsibly: a comparison between final year medical students in France and Sweden

Preparedness to prescribe antibiotics responsibly: a comparison between final year medical students in France and Sweden

ESCMID generic competencies in antimicrobial prescribing and stewardship: towards a European consensus

Transitioning from university to postgraduate medical training: A narrative review of work readiness of medical graduates

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