Educating healthcare professionals in antimicrobial stewardship: can online-learning solutions help?: Table 1.

Rocha-Pereira, Nuno; Lafferty, Natalie; Nathwani, Dilip

doi:10.1093/jac/dkv336

Cited by 31 publications

(36 citation statements)

References 17 publications

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“…In addition, specific massive open online courses on ABS are globally available now. Although accessibility (internet, non-English speakers) may be an issue in some LMICs and their effectiveness and sustainability still needs to be established, this kind of learning offers great opportunities [61].…”

Section: Stewardship Interventions At the Facility Levelmentioning

confidence: 99%

Antibiotic stewardship in low- and middle-income countries: the same but different?

Cox

Vlieghe

Mendelson

et al. 2017

Clinical Microbiology and Infection

374

334

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Specific guidance for setting up antimicrobial stewardship programs in LMICs should be developed. Strategic points might need to be progressively addressed in LMICs, such as (a) ensuring availability of diagnostic testing, (b) providing dedicated education in ABR both for healthcare workers and the general public, (c) creating or strengthening (inter)national agencies towards better regulations and audit on production, distribution and dispensing of drugs, (d) strengthening healthcare facilities, (e) exploring a broader synergism between policy makers, academia, professional bodies and civil society and (f) designing and studying easy and scalable ABS interventions for both hospital and community settings.

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Section: Stewardship Interventions At the Facility Levelmentioning

confidence: 99%

Antibiotic stewardship in low- and middle-income countries: the same but different?

Cox

Vlieghe

Mendelson

et al. 2017

Clinical Microbiology and Infection

374

334

View full text Add to dashboard Cite

show abstract

“…Many states and hospitals provide online antimicrobial stewardship toolkits with educational material that can be used, for example, the California Department of Public Health (http://www.cdph .ca.gov/programs/hai/Pages/AntimicrobialStewardshipProgramInitiative.aspx) and Nebraska Medicine (Omaha, NE). Massive online open courses (MOOC) and e-learning tools may also be part of the solution (166). One example is the largely publicized MOOC "Antimicrobial Stewardship: Managing Antibiotic Resistance" (http://www .dundee.ac.uk/study/short/antimicrobial-stewardship/) offered by the University of Dundee (Dundee, United Kingdom) and the British Society of Antimicrobial Chemotherapy (Birmingham, United Kingdom).…”

Section: Provider Education: How To Tie the Knotsmentioning

confidence: 99%

Antimicrobial Stewardship: How the Microbiology Laboratory Can Right the Ship

2017

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Antimicrobial stewardship is a bundle of integrated interventions employed to optimize the use of antimicrobials in health care settings. While infectious-disease-trained physicians, with clinical pharmacists, are considered the main leaders of antimicrobial stewardship programs, clinical microbiologists can play a key role in these programs. This review is intended to provide a comprehensive discussion of the different components of antimicrobial stewardship in which microbiology laboratories and clinical microbiologists can make significant contributions, including cumulative antimicrobial susceptibility reports, enhanced culture and susceptibility reports, guidance in the preanalytic phase, rapid diagnostic test availability, provider education, and alert and surveillance systems. In reviewing this material, we emphasize how the rapid, and especially the recent, evolution of clinical microbiology has reinforced the importance of clinical microbiologists' collaboration with antimicrobial stewardship programs.

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“…Educational solutions increasingly need to be timely, efficient, pragmatic, high quality, and aligned to the needs of the professional in a specific context, sustainable, and cost-effective (21). Katherine Barsness and colleagues identified that medical education must address all potential cognitive and technical performance gaps, professionalism, and personal behaviors, as well as effective team communication (22).…”

Section: Discussionmentioning

confidence: 99%

Randomized Controlled Study of a Remote Flipped Classroom Neuro-otology Curriculum

et al. 2017

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ContextMedical Education can be delivered in the traditional classroom or via novel technology including an online classroom.ObjectiveTo test the hypothesis that learning in an online classroom would result in similar outcomes as learning in the traditional classroom when using a flipped classroom pedagogy.DesignRandomized controlled trial. A total of 274 subjects enrolled in a Neuro-otology training program for non-Neuro-otologists of 25 h held over a 3-day period. Subjects were randomized into a “control” group attending a traditional classroom and a “trial” group of equal numbers participating in an online synchronous Internet streaming classroom using the Adobe Connect e-learning platform.InterventionsSubjects were randomized into a “control” group attending a traditional classroom and a “treatment” group of equal numbers participating in an online synchronous Internet streaming classroom.Main outcome measuresPre- and post-multiple choice examinations of VOR, Movement, Head Turns, Head Tremor, Neurodegeneration, Inferior Olivary Complex, Collateral Projections, Eye Movement Training, Visual Saccades, Head Saccades, Visual Impairment, Walking Speed, Neuroprotection, Autophagy, Hyperkinetic Movement, Eye and Head Stability, Oscilllatory Head Movements, Gaze Stability, Leaky Neural Integrator, Cervical Dystonia, INC and Head Tilts, Visual Pursuits, Optokinetic Stimulation, and Vestibular Rehabilitation.MethodsAll candidates took a pretest examination of the subject material. The 2–9 h and 1–8 h sessions over three consecutive days were given live in the classroom and synchronously in the online classroom using the Adobe Connect e-learning platform. Subjects randomized to the online classroom attended the lectures in a location of their choice and viewed the sessions live on the Internet. A posttest examination was given to all candidates after completion of the course. Two sample unpaired t tests with equal variances were calculated for all pretests and posttests for all groups including gender differences.ResultsAll 274 subjects demonstrated statistically significant learning by comparison of their pre- and posttest scores. There were no statistically significant differences in the test scores between the two groups of 137 subjects each (0.8%, 95% CI 85.45917–86.67952; P = 0.9195). A total of 101 males in the traditional classroom arm had statistically significant lower scores than 72 females (0.8%, 95% CI 84.65716–86.53096; P = 0.0377) but not in the online arm (0.8%, 95% CI 85.46172–87.23135; P = 0.2176) with a moderate effect size (Cohen’s d = −0.407).ConclusionThe use of a synchronous online classroom in neuro-otology clinical training has demonstrated similar outcomes to the traditional classroom. The online classroom is a low cost and effective complement to medical specialty training in Neuro-Otology. The significant difference in outcomes between males and females who attended the traditional classroom suggests that women may do better than males in this learning environment, although the effect size is...

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Educating healthcare professionals in antimicrobial stewardship: can online-learning solutions help?: Table 1.

Cited by 31 publications

References 17 publications

Antibiotic stewardship in low- and middle-income countries: the same but different?

Antibiotic stewardship in low- and middle-income countries: the same but different?

Antimicrobial Stewardship: How the Microbiology Laboratory Can Right the Ship

Randomized Controlled Study of a Remote Flipped Classroom Neuro-otology Curriculum

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