Educational Activities for Students and Citizens Supporting the One-Health Approach on Antimicrobial Resistance

Marvasi, Massimiliano; Casillas, Lilliam; Vassallo, Alberto; Purchase, Diane

doi:10.3390/antibiotics10121519

Cited by 9 publications

(1 citation statement)

References 38 publications

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“…A review of AMS training in medical education, which included 25 studies involving undergraduate medical trainees, showed a substantial knowledge gap in appropriate AMU, with those with formal training likely to be better equipped for future practice (Rogers Van Katwyk et al, 2018). The teaching of AMS principles should be a priority in primary, secondary, and undergraduate education, as education is pivotal within the framework of "one health" to raising wellinformed adults that will show concern for the burden of AMR and be part of the solution at every opportunity (Marvasi et al, 2021). Several guidelines recommend robust strategies for educating physician assistants, nurse practitioners, and medical, pharmacy, and nursing students and trainees on the basic AMS principles.…”

Section: Ams Education and Trainingmentioning

confidence: 99%

Gaps in the implementation of national core elements for sustainable antimicrobial use in the WHO-African region

Fuller

Aboderin²,

Yahaya³

et al. 2022

Front. Antibiot.

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BackgroundAntimicrobial resistance (AMR) has emerged as a leading global health and economic threat of the 21st century, with Africa bearing the greatest burden of mortality from drug-resistant infections. Optimization of the use of antimicrobials is a core strategic element of the response to AMR, addressing misuse and overuse as primary drivers. Effectively, this requires the whole society comprising not only healthcare professionals but also the public, as well as the government, to engage in a bottom-up and a top-down approach. We determined the progress of African national governments in optimizing antimicrobial drug use.MethodsFrom September 2021 to June 2022, all 47 member states of the World Health Organization African region (WHO AFRO) were invited to participate in a survey determining the implementation of strategies to optimize antimicrobial use (AMU). We used the WHO antimicrobial stewardship (AMS) assessment tool, National core elements—A checklist to guide the country in identifying existing national core elements for the implementation of AMS Programs, to obtain information from national AMR focal persons. The tool consists of four sections—national plans and strategies; regulations and guidelines; awareness, training, and education; and supporting technologies and data—with a total of 33 checklist items, each graded from 0 to 4. The responses were aggregated and analyzed using Microsoft Excel 2020®.ResultsThirty-one (66%) of the 47 countries returned completed forms. Only eight (25.8%) countries have developed a national AMS implementation policy incorporating defined goals, targets, and operational plans. There are no budget lines for AMS activities in 23 (74.2%) countries. The WHO Access, Watch, Reserve (AWaRe) classification of optimizing AMU has been integrated into the national essential medicines list or formulary in 19 (61.3%) countries, while the incorporation of the AMS principles and WHO AWaRe classification into national clinical guidelines for the management of infections is present in only 12 (38.7%) and 11 (34.5%) countries, respectively. Although regulations on the prescription-only sale/dispensing of antibiotics are present in 68% of countries, their enforcement is poor. Systems identifying pathogens and antibiotic susceptibility for optimal use of antibiotics are lacking in 38% of countries.ConclusionIn Africa, wide gaps exist in the governments’ implementation of the core elements of optimizing antimicrobial drug use. Responding to AMR constitutes a long journey, and technical and financial support needs to be deployed to optimize the use of antimicrobials.

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Section: Ams Education and Trainingmentioning

confidence: 99%

Gaps in the implementation of national core elements for sustainable antimicrobial use in the WHO-African region

Fuller

Aboderin²,

Yahaya³

et al. 2022

Front. Antibiot.

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The Future of School Health Education in the United States: An Ontology

Kolbe

2024

Journal of School Health

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BACKGROUNDAs summarized in this article, the widespread implementation of modern school health education (SHE) could become one of the most effective means available to improve the well‐being of people in the United States and in other nations. However, the development and evolution of SHE largely remains unorganized, underdeveloped, and neglected by health and education agencies, policymakers, and the public.METHODSEssential to the development of any scientific discipline, scientists today use the word ontology to refer to efforts to organize knowledge in particular domains. A useful working definition of a scientific ontology is an explicit, formal specification of a shared conceptualization—a systematic set of shared terms and an explication of their interrelationships. Nine interdependent questions are outlined to help guide the development of an initial, broad, and actionable scientific ontology for SHE.RESULTSWhether and how we respond to these questions arguably will determine the future of SHE research, policy, practice, and equity in the United States.CONCLUSIONSAn initial ontology might help conceptualize, inform, and facilitate more systematic and strategic local, state, national, and international deliberations and actions to improve SHE.

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Impact of the ´Alforja Educativa’ on Ecuadorian schoolchildren’s knowledge of bacteria, antibiotics, and antibiotic resistance, a pretest-posttest study

Célleri-Gomezcoello,

Avila,

Alessio

et al. 2024

BMC Public Health

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Background Widespread use of antibiotics disrupts the balance in the microbial world and promotes development and spread of antibiotic resistant bacteria. Educational initiatives are important as part of strategies to mitigate antibiotic resistance. The Alforja Educativa is an innovative educational program developed in Ecuador with the aim to teach schoolchildren about antibiotic use and antibiotic resistance. The program places antibiotic resistance within a broader frame of health, well-being, and ecological awareness, highlighting the importance to maintain balance in the microbial world. The objective of this study was to evaluate the effect of the Alforja Educativa on knowledge about bacteria, antibiotics and antibiotic resistance amongst fifth and sixth grade Ecuadorian schoolchildren. Methods This pretest-posttest intervention study was conducted between April and June 2017 and comprised fifth and sixth grade schoolchildren from 20 schools in Cuenca, Ecuador, recruited by purposeful sampling. The Alforja Educativa was implemented over twelve 80-minute sessions by trained university students. Schoolchildren’s knowledge was assessed before and after participation in the educational program using a structured questionnaire. A mean total score, the proportion of correct responses for each individual knowledge-based question, as well as correct responses for each of the multiple-choice options of the knowledge-based questions were calculated for the pretest and posttest. Results A total of 1,257 schoolchildren participated in the Alforja Educativa program, of which 980 (78%) completed both the pretest and posttest. Overall, the mean total knowledge score increased from pretest to posttest (2.58/7.00 vs. 3.85/7.00; CI = 0.5, p < 0.001). After participation in the program, the proportion of schoolchildren that correctly identified that bacteria can be both good and bad increased from 35.0 to 84.3%. In addition, scores increased for correctly identifying the meaning of antibiotic resistance (37.4–72.0%); how to prevent antibiotic resistance (63.2–74.6%); and for identifying the meaning of self-medication (46.3–54.3%). Conclusion The Alforja Educativa was effective in improving the knowledge of participating schoolchildren about concepts related to bacteria, antibiotics and antibiotic resistance. The holistic perspective taken to explain the complex relationship between humans and bacteria, as well as the effect of antibiotics on the microbial world, may help provide a foundation for more sustainable antibiotic use.

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Educational Activities for Students and Citizens Supporting the One-Health Approach on Antimicrobial Resistance

Cited by 9 publications

References 38 publications

Gaps in the implementation of national core elements for sustainable antimicrobial use in the WHO-African region

Gaps in the implementation of national core elements for sustainable antimicrobial use in the WHO-African region

The Future of School Health Education in the United States: An Ontology

Impact of the ´Alforja Educativa’ on Ecuadorian schoolchildren’s knowledge of bacteria, antibiotics, and antibiotic resistance, a pretest-posttest study

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