An Elective Course on Antimicrobial Stewardship

Abstract

Objective. To implement an antimicrobial stewardship (AS) elective course for second-year and thirdyear pharmacy students and to assess its impact on students' perceptions regarding the application of AS principles. Design. A 2-credit elective course focusing on principles of AS incorporated prelecture didactic recordings with primary literature and guideline-based reading assignments, in-class active-learning group work and student-led presentations, and student-generated examination items. Assessment. Perceptions were assessed by precourse and postcourse survey items. Graded course assessments included completion of preclass assignments (readings, prerecorded lecture and writing assessment items), in-class active participation and group presentations, a midpoint examination, and a final examination.Conclusion. An AS-themed elective course in a doctor of pharmacy curriculum incorporating preclass, self-directed learning and in-class group-based active-learning strategies positively impacted students' perceived understanding of AS strategies.

Pre-Class Learning Methods for Flipped Classrooms

“…From the literature review, it seemed the only method of assessment that was negatively received was when pharmacy students in an antimicrobial stewardship elective were required to do a pre-class writing component. 9 Instead of writing materials and submissions, quiztype assessments may be better received by learners.…”

“…The rest of the studies that assigned readings from primary literature or guidelines did so as supplementary to other types of pre-class learning materials. 9,16,23,30,35,36 In an antimicrobial stewardship elective for pharmacy students, Gauthier and colleagues assigned readings from peer-reviewed publications and from relevant sections of the Infectious Diseases Society of America/Society for Healthcare Epidemiology of America (IDSA/ SHEA) guidelines. 9 This was supplemental to a prerecorded 30-45 minute didactic lecture as pre-class preparation.…”

“…9,16,23,30,35,36 In an antimicrobial stewardship elective for pharmacy students, Gauthier and colleagues assigned readings from peer-reviewed publications and from relevant sections of the Infectious Diseases Society of America/Society for Healthcare Epidemiology of America (IDSA/ SHEA) guidelines. 9 This was supplemental to a prerecorded 30-45 minute didactic lecture as pre-class preparation. On a post-course survey, students' perceived ability to define, identify, participate in, and appraise literature of antimicrobial stewardship was significantly enhanced after the completion of the course (p,.001), showing a positive influence of primary literature and guidelines as supplemental pre-class learning material.…”

“…Fifteen of the studies used some sort of video to deliver the preparatory learning including recorded lectures, voice-over Microsoft PowerPoint (Redmond, WA) recordings, Khan Academy (Mountain View, CA)-style recorded slides with digital inking, and podcasts. 9,10,16,20,22,30,[36][37][38][39][40][41][42][43] Video lectures seem to be an acceptable modality of preclass learning delivery based on positive student perceptions on student performance following implementation of FC. Most of the video lectures were less than 60 minutes and some were broken down into even shorter segments.…”

Antimicrobial Stewardship: How the Microbiology Laboratory Can Right the Ship

“…Many of these programs include rudimentary training in clinical microbiology and antimicrobial resistance, but the participation of clinical microbiologists in such programs is limited. Recently published Doctor of Pharmacy student elective curricula include teaching and/or laboratory skill sessions with a clinical microbiologist (164,165). The success of antimicrobial stewardship in a given institution derives partly from the presence of a culture of antimicrobial stewardship, i.e., the general impression that a better use of antimicrobials is necessary and beneficial for all of the participants of the institution.…”