Assessment of structured classroom debate to teach an antimicrobial stewardship elective course

McGee, Edo-abasi U.; Pius, Mayowa; Mukherjee, Kumar D.

doi:10.1016/j.cptl.2019.11.016

Cited by 9 publications

(12 citation statements)

References 14 publications

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“…25,26 Data is present in Table 1. Four studies described the design and implementation of AMS elective course, [27][28][29][30] and one study described an interprofessional AMS module embedded into pharmacy curriculum. 31 Learning objectives, methods of delivery and assessment are reported in Table 2.…”

Section: Resultsmentioning

confidence: 99%

“…Courses that used these approaches devoted most in-class time for active learning activities and workshops. 28,29,31 Self-learning was largely done over an online platform in one of the studies, 31 which also involved interprofessional education through live interactions between pharmacy and medical students in a workshop one week post the online educational session. Interprofessional education concept was also emphasized in Falcione and colleague's study, where the multidisciplinary environment was simulated during sessions to include simulated ID physicians and nurses.…”

Section: Pedagogymentioning

confidence: 99%

“…Two of the courses included learning objectives related to IDSA AMS guidelines. 28,29 Three of the courses had objectives that aimed at improving student's ability to critically evaluate and implement literature related to AMS and ID. 27,28,30 All of the courses had learning objectives on the application of AMS principles (eg, selection and evaluation of antimicrobials, recommendations and care plans).…”

Section: Pedagogymentioning

confidence: 99%

“…27,28,30 All of the courses had learning objectives on the application of AMS principles (eg, selection and evaluation of antimicrobials, recommendations and care plans). [25][26][27][28][29][30][31]…”

Section: Pedagogymentioning

confidence: 99%

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A Scoping Review of Antimicrobial Stewardship Teaching in Pharmacy Education Curricula

Nasr

Abbara

Wilby

2021

American Journal of Pharmaceutical Education

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This scoping review aims to evaluate the existing literature outlining inclusion of Antimicrobial Stewardship (AMS) teaching and assessment within professional pharmacy curricula to provide a foundation for future scholarly research and to identify innovative teaching and assessment practices for AMS programming. Findings. Seven studies met the inclusion criteria. Two studies explored the extent, content and methods of AMS delivery, 4 studies described AMS elective courses, and 1 study described an interprofessional module. Most studies were conducted in the United States (US). 86.6% (n=15) pharmacy schools incorporated AMS into curricula in the United Kingdom (UK). As for the US, 68.1% (n=116) of pharmacy programs reported incorporation of AMS education into curriculum. Learning objectives of the elective courses focused on Infectious Diseases Society of America (IDSA)/Society of Health care Epidemiology of America (SHEA) guidelines, AMS literature appraisal and AMS principal application. The most used teaching strategy was didactic lectures followed by case studies. Active learning approaches like simulators, problem-based learning and presentations were also used but to a lesser extent. Summary. The scarcity of scholarly activity for AMS teaching and assessment provides a signal that curricular planning for AMS should be guided by national or international organizations. Furthermore, AMS learning should be considered as a required subject for all pharmacy students. AMS curricular reform may be influenced by timing of the course, teaching approaches and performance assessment of students.

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Section: Resultsmentioning

confidence: 99%

Section: Pedagogymentioning

confidence: 99%

Section: Pedagogymentioning

confidence: 99%

Section: Pedagogymentioning

confidence: 99%

See 2 more Smart Citations

A Scoping Review of Antimicrobial Stewardship Teaching in Pharmacy Education Curricula

Nasr

Abbara

Wilby

2021

American Journal of Pharmaceutical Education

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“…As a teaching method, debates allow students to practice and cultivate communication and skills in solving problems that assist the achievement of competencies. Therefore, regardless of potential challenging issues in debates, teachers at educational institutions should consider this as a potential teaching strategy (McGeea, Pius, & Mukherjee, 2020).…”

Section: Discussionmentioning

confidence: 99%

Students’ Views of Classroom Debates as a Strategy to Enhance Critical Thinking and Oral Communication Skills

Nurakhir

Palupi²,

Langeveld

et al. 2020

Nurs. Med. J. Nursing

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Background: The skills in effective communication and critical thinking are essential for nurses to apply appropriate judgments in the delivery of patient care. Classroom debates are evident to be an effective strategy that can be used to improve such skills. Unfortunately, research focusing on classroom debates to promote critical thinking and oral communication skills among nursing students has not been extensively explored. Purpose: This study aimed to explore nursing students’ views of classroom debates as a learning strategy to enhance critical thinking and oral communication skills.Methods: A descriptive qualitative research design was employed in this study. Twelve students of the undergraduate program in nursing with classroom debate experiences and willingness to participate were purposively recruited for semi-structured interviews. Open-ended questions were used, and probing questions were also generated from the participants to get more detailed information. The interviews were transcribed verbatim and analyzed using the inductive content analysis. Results: The results of the study identified five themes, including the acquisition of new knowledge, awareness and responsiveness to diverse viewpoints and arguments, learning structuring ideas and appropriate ways of presentation, development of other necessary skills, and challenges of classroom debates in nursing education. Conclusion: Classroom debates promoted the development of critical thinking and oral communication skills, and offered students an opportunity to develop other necessary skills in the face of today’s complex healthcare. Classroom debates can be integrated into the curriculum and teaching practices of any nursing educational institutions.

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Technical University Students’ Creativity Development in Competence-Based Foreign Language Classes

Borisova

Maevskaya

Skornyakova

2021

Lecture Notes in Networks and Systems

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Assessment of structured classroom debate to teach an antimicrobial stewardship elective course

Cited by 9 publications

References 14 publications

A Scoping Review of Antimicrobial Stewardship Teaching in Pharmacy Education Curricula

A Scoping Review of Antimicrobial Stewardship Teaching in Pharmacy Education Curricula

Students’ Views of Classroom Debates as a Strategy to Enhance Critical Thinking and Oral Communication Skills

Technical University Students’ Creativity Development in Competence-Based Foreign Language Classes

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