“The Bug Investigators”

McNulty, C.; Bowen, Jo; Gelb, David; Charlett, André

doi:10.1108/09654280710716851

Cited by 12 publications

(7 citation statements)

References 12 publications

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“…The visual imagery of monsters, bugs, and superheroes was deployed in a large number of interventions (Azevedo et al, 2013;Farrell et al, 2011;Lecky et al, 2010;Madle et al, 2004;McNulty et al, 2007McNulty et al, , 2010. The visual imagery of monsters, bugs, and superheroes was deployed in a large number of interventions (Azevedo et al, 2013;Farrell et al, 2011;Lecky et al, 2010;Madle et al, 2004;McNulty et al, 2007McNulty et al, , 2010.…”

Section: Discussionmentioning

confidence: 99%

“…We have also demonstrated ideological apparatuses at play in these health intervention materials: gender and the scientific mastery of nature; the figural image of the vulnerable child. The visual imagery of monsters, bugs, and superheroes was deployed in a large number of interventions (Azevedo et al, 2013;Farrell et al, 2011;Lecky et al, 2010;Madle et al, 2004;McNulty et al, 2007McNulty et al, , 2010. Furthermore, a number of studies used the same set of cartoon-like characters based on the heroicand malefigure of 'Andybiotic' to engage and mobilize the intervention recipients.…”

Section: Discussionmentioning

confidence: 99%

“…Thirteen out of the 20 studies were concerned with attempts to increase knowledge throughmostlydidactic education interventions (Azevedo, Pinheiro, Yaphe, & Baltazar, 2013;Cebotarenco & Bush, 2008;Croft et al, 2007;Farrell et al, 2011;Huang et al, 2007;Larson, Ferng, McLoughlin, Wang, & Morse, 2009;Lecky et al, 2010;McNulty, Bowen, Gelb, & Charlett, 2007;McNulty, Nichols, Boyle, Woodhead, & Davey, 2010;McNulty, Swan, & Boland, 2001;Pontes & Pontes, 2005;Stockwell et al, 2010;Trepka, Belongia, Chyou, Davis, & Schwartz, 2001), very often with schoolchildren or parents. These studies used a variety of means for increasing knowledge about antibiotics and antimicrobial stewardship more generally.…”

Section: Tacit Versus Explicit Affectmentioning

confidence: 99%

“…Theme 1: Monsters, bugs, and superheroes Visual imagery of monsters, bugs, and superheroes was deployed in six interventions (Azevedo et al, 2013;Farrell et al, 2011;Lecky et al, 2010;Madle, Kostkova, Mani-Saada, Weinberg, & Williams, 2004;McNulty et al, 2007McNulty et al, , 2010, with some recycling materials (mostly from Bug Investigators, e-Bug Teaching Pack) or using similar imagery. Many of these interventions were designed for children, though not all.…”

Section: Tacit Versus Explicit Affectmentioning

confidence: 99%

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A visual affective analysis of mass media interventions to increase antimicrobial stewardship amongst the public

Langdridge

Davis

Gozdzielewska

et al. 2018

British J Health Psychol

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The study demonstrates how affect is a present but tacit communication strategy of antimicrobial stewardship interventions but has not - to date - been adequately theorized or explicitly considered in the intervention design process. Certain affective features were explored in relation to the effectiveness of antimicrobial resistance interventions and warrant further investigation. We argue that further research is needed to systematically illuminate and capitalize upon the use of affect to effect behaviour change concerning antimicrobial stewardship. Statement of contribution What is already known on this subject? The (mis)use of antibiotics and consequent risk of antimicrobial resistance is a critical public health problem. If sufficient action is not taken, global society will face the 'post-antibiotic' era, in which common infections will lead to death for many millions. Key desirable behavioural changes are decreased patient demands for antibiotics, use of them for targeted purposes alone, and compliance with prescribed dosing. There is a growth of interest in the role of affect in mass media interventions designed to engage publics and produce health-related behavioural change. What does this study add? This article presents a novel analytic approach to understanding and intervening within behaviour change in public health that may complement other types of analysis. We present findings specifically from an 'affective' analysis based on semiotics in which we critically interrogated the visual imagery being deployed in mass media public health interventions concerning antimicrobial stewardship. Three thematic categories of affect are identified within the materials in which specific ideological machinery is deployed and that demonstrate some association with intervention effectiveness worthy of further investigation and testing.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Tacit Versus Explicit Affectmentioning

confidence: 99%

Section: Tacit Versus Explicit Affectmentioning

confidence: 99%

See 2 more Smart Citations

A visual affective analysis of mass media interventions to increase antimicrobial stewardship amongst the public

Langdridge

Davis

Gozdzielewska

et al. 2018

British J Health Psychol

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“…However, when attempting to introduce any new topic to a curriculum, teachers note that there is a lack of time to teach such lessons, and (most significantly) a lack of available of lesson plans (Ingram & Golick 2018). Providing resources for teachers has been shown to increase the likelihood of classroom implementation and, when devised by appropriate professionals guarantees that accurate information is being used (McNulty et al, 2007). This can be seen, for example, in the success of bug investigators -a case study that enabled teachers to incorporate the teaching of improving children's knowledge about micro-organisms, hygiene and antibiotics, justifying the value of lesson packs in the field (McNulty et al, 2007).…”

Section: Overcoming the "Yuck Factor"mentioning

confidence: 99%

Could maggot therapy be taught in primary schools?

Humphreys

Lehane

Nigam

2020

Journal of Biological Education

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We conducted a small pilot study examining the opinions of school teachers across five Welsh Primary schools on the possibility of introducing grand challenges (such as antibacterial resistance), and concepts to help solve such challenges (such as the use of living maggots to help treat infected wounds) to pupils at a young age. Our questionnaire-based study found that most teachers felt that this was indeed possible, with the majority feeling that pupils in Years 5 and 6 would be the most relevant and best years in which to introduce these concepts. With regards to introducing maggots to children as being positive and beneficial creatures, almost 50% of teachers felt that squeamishness may be present in children of all years, but that disgust and dislike of maggots would exist to a greater degree in older children.Our exploratory results suggest that with further research, this important biological concept could be introduced in the curriculum of primary schools, when perhaps less engrained negative perceptions, and more educated awareness of the positive benefits of using maggots as a treatment for wound infections may be achievable.

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