European survey on principles of prudent antibiotic prescribing teaching in undergraduate students

Wencker, Freya D.R.; Rodríguez-Baño, Jesús; Jacobs, Frédérique; Peetermans, Willy; Francetić, Igor; Vlahović‐Palčevski, Vera; Frimodt‐Møller, Niels; Høiby, Niels; Kilian, M.; Ader, Florence; Cazorla, Cuba; Etienne, Marie O.; Pulcini, Céline; Fätkenheuer, Gerd; Kern, Winfried V.; Pletz, Mathias W.; Salzberger, Bernd; Cacopardo, Bruno; Mikulska, Małgorzata; Mussini, Cristina; Orlando, Gabriella; Stefani, Stefano De; Gyssens, Inge C.; Lowe, Shari; Nouwen, Jan L.; Afset, Jan Egil; Bergh, Kåre; Müller, F.; Simonsen, Gunnar Skov; Carević, Biljana; Horvat, Olga; Janković, Slobodan; Beović, Bojana; Gorišek, Jelka Reberšek; Cantón, Rafael; Fariñas, M. Carmen; Gudiol, Francisco; Pardo, José Ramón Paño; Baño, Jesús Rodríguez; Harbarth, Stephan Jürgen; Zanetti, Giorgio; Barlow, Gavin; Brown, Naomi; Healy, B; Nathwani, Dilip

doi:10.1016/j.cmi.2014.11.015

Cited by 51 publications

(35 citation statements)

References 27 publications

(37 reference statements)

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“…The survey tool (see Online Resource 1) was developed by a committee of international experts on antibiotic stewardship and was informed by previous studies on undergraduate curricula and among medical students [11–13]. 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.…”

Section: Methodsmentioning

confidence: 99%

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%

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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“…The questionnaire was designed by international experts on antimicrobial stewardship and was informed by previous studies conducted among medical students [7,10,14]. The survey was composed of 47 items divided in 3 sections and was administered in English.…”

Section: Questionnaire Developmentmentioning

confidence: 99%

Self-perceived Preparedness to Prescribe Antibiotics Among Swiss Medical Students: Results from a Cross-sectional Survey in four Swiss Universities in 2015.

Ranzani¹,

Catho²,

Pulcini³

et al. 2020

Preprint

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BackgroundPrevious studies have highlighted that medical students do not feel well prepared to prescribe antimicrobials. The ESCMID Study Group for Antimicrobial stewardshiP (ESGAP) conducted a survey among European medical students to assess self-reported preparedness about prudent antibiotic use and the perceived lack of education. The aim of the present study was to specifically focus on the perceptions of Swiss medical students. MethodsA cross-sectional web-based survey was conducted in 2015 by ESGAP involving sixth-year medical students from Switzerland. The survey investigated self-reported preparedness on diagnosis and treatment of infections, availability and perceived usefulness of different teaching methods and the perceived need for further education on antibiotic use. “Preparedness scores” were created by calculating the percentage of students who felt sufficiently prepared on each topic. ResultsWe received responses from 137 medical students from 4 medical schools (Bern, Geneva, Lausanne and Zurich). The overall estimated response rate was 19%. Overall, 62% of Swiss students reported needing more education on antibiotics or at least on their prudent use. Teaching methods perceived as more useful were discussion of clinical cases (80.2%), clinical rotation in infectious diseases (77.0%) and small group teaching (75.0%), but the latter 2 were reported as unavailable for nearly half of the students (36.5% and 47.5%, respectively). Almost all of the students felt sufficiently prepared to recognize clinical signs of infection (99.3%), to interpret inflammation markers (94.9%) and to have sufficient knowledge of consequences of antibiotic misuse (95.5%). Less than half of them felt prepared to select the right empirical treatment without using guidelines (33.8%), to identify the need for combination therapy (39.7%) or to select the shortest adequate treatment duration (39.3%). ConclusionsMost Swiss final year medical students feel they need more education on antibiotics. Some of the teaching methods perceived as more useful by students seem still insufficiently available in Swiss medical schools. Active and interprofessional teaching activities can be a first step towards more effective education on prudent antibiotic use.

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“…Studies exploring how antimicrobial prescribing and stewardship are embedded in undergraduate (UG) medical, dental, pharmacy, physician associate, nursing, midwifery and allied health professional courses demonstrate that, although included in most degrees, the depth of, and number of principles covered, varied considerably (3,4). Current pre-quali cation or UG medical provision may not adequately prepare students to prescribe antimicrobials (5).…”

Section: Introductionmentioning

confidence: 99%

Designing and evaluating an interprofessional education conference approach to antimicrobial education

Guilding

Hardisty

Randles

et al. 2020

Preprint

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Background Arguably, Medical School curricula are deficient in learning opportunities related to the safe and effective use of medicines, in particular antimicrobials. Infection management is complex and multidisciplinary, and learning opportunities should reflect these principles. Aligned to the complexity of the subject matter, simulation and interprofessional based teaching are methods that can foster the collaborative skills required of future healthcare professionals. There have been calls to develop these methods in the teaching of safe prescribing and the management of infections; however, reports of such studies are limited. Methods We developed an interprofessional education (IPE) conference for second year undergraduate medical and pharmacy students based in the North East of England. We considered contact theory in the design of three small group interprofessional workshops, on the broad themes of antimicrobial stewardship, infection management and patient safety. A mixed methods approach assessed students’ attitudes towards IPE, barriers and facilitators of learning, and perceived learning gains. Qualitative data from workshop evaluation forms were analysed thematically, while quantitative data were analysed descriptively and differences between medical and pharmacy cohorts analysed using unpaired two-tailed t-tests.Results 226/352 students returned the workshop evaluation forms (66% of pharmacy students, 62% of medical students). 281/352 students responded to a series of Likert scale questions on the value of interprofessional education (88% of pharmacy students, 70% of medical students). Students reported acquisition of knowledge and skills, including concepts and procedures related to infection management and antimicrobial prescribing, and the development of problem-solving and critical evaluation skills. Students reflected on their attitude towards interprofessional collaboration. They reported a greater understanding of the roles of other healthcare professionals, reflected on the importance of effective communication in ensuring patient safety, and were more confident to work in interprofessional teams after the conference. Conclusions A robust IPE event, theoretically underpinned by contact theory and developed collaboratively, achieved interprofessional learning at scale and helped develop healthcare professionals willing to collaborate across disciplines. The resources, and evaluation insights based on the 3P (presage, process, and product) model of learning and teaching, will be of value to other educators who seek to develop theoretically-sound IPE interventions.

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European survey on principles of prudent antibiotic prescribing teaching in undergraduate students

Cited by 51 publications

References 27 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

Self-perceived Preparedness to Prescribe Antibiotics Among Swiss Medical Students: Results from a Cross-sectional Survey in four Swiss Universities in 2015.

Designing and evaluating an interprofessional education conference approach to antimicrobial education

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