Knowledge Assessment of E-Bug Assisted Antimicrobial Resistance Education Module in Class VII School Students of South Indian Coastal Town of Manipal

Fernandes, Reona; Naik, S.; K, Archana Bhat; Shetty, Rashmi; Hande, Manjunath; Ghafur, Abdul; Rao, Mahadev; Kunhikatta, Vijayanarayana; Pathiraj, John Preshanth Kumar

doi:10.3390/jcm8010084

Cited by 7 publications

(12 citation statements)

References 20 publications

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“…There were areas that requires more attention. It was noted that it is difficult to educate the public regarding differences between bacterial and viral infections, and corresponding treatment for them [ 18 , 31 ]. Global and local surveys have also reported a lack of awareness regarding AMR [ 32 ].…”

Section: Discussionmentioning

confidence: 99%

“…Current studies focused more on use of mass media in raising awareness in the general public, the results of these studies were a bit hit and miss, one of the concerns would be the passive intervention with use of mass media only [ 14 – 16 ]. There were also school-based intervention, which gave more promising results in raising awareness and knowledge on antibiotic and antibiotic resistance [ 17 , 18 ]. To date, there is no study to document the impact of those educational interventions to the students and in the community.…”

Section: Introductionmentioning

confidence: 99%

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Impact of interprofessional service-learning on the effectiveness of knowledge transfer of antimicrobial resistance to Hong Kong elders: a quasi-experiment

Chau

et al. 2021

Antimicrob Resist Infect Control

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Background Community perception on antimicrobials plays a role in driving the development of antimicrobial resistance (AMR). The aim of the study was to evaluate the impact of interprofessional service-learning on the effectiveness of AMR knowledge transfer in Hong Kong elders aged 65 or above and students from university and secondary schools. Methods A quasi-experimental pretest–posttest controlled study was carried out from July 2018 to March 2019 for elderly subjects and a pre- and post-test were conducted in students from May to August 2018. Elderly subjects were recruited from the university-based community outreach program. The community outreach team consisted of both university and secondary school students. Students were provided with training of geriatric care and AMR before they reached out to the community. The one-to-one intervention with the aid of video and verbal explanation to educate the elderly about the definition, causes, and consequences of AMR, and preventive measures against AMR was provided. Questionnaires on knowledge of antibiotics and AMR were used as tools to reflect on the effectiveness for both students and elderly subjects. The questionnaire was completed twice, before and 1 week after the intervention. Chi-square test, t tests and regression analysis were used to analyze the data. Results A total of 93 Chinese elders, 61 of them in the intervention group and 32 in the control group participated in the study. The score obtained by the intervention group increased from 40.1 to 83.3% (p < 0.001) following intervention, while that of control group increased from 33.0 to 44.0% (p < 0.001). The increase attained in the intervention group was significantly greater than that of the control group (p < 0.001). A total of 95 secondary students and 88 university students have completed the pre-post questionnaires with 42.21% and 13% increment in AMR knowledge after the training (p < 0.001). Conclusion The significant change in knowledge level showed effective AMR knowledge transfer to both elders and students. The study could be used as a reference when allocating resources to implement effective interprofessional service-learning for better community health education in elderly populations. Trial registration: This study was approved by the Chinese University of Hong Kong Survey and Behavioural Research Ethics Committee in December 2018 (Ref no. SBRE-18-214).

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Impact of interprofessional service-learning on the effectiveness of knowledge transfer of antimicrobial resistance to Hong Kong elders: a quasi-experiment

Chau

et al. 2021

Antimicrob Resist Infect Control

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“…For example, the International Ocean Discovery Program (IODP) has useful resources for educating children about the deep biosphere. Public Health England’s e‐Bug initiative provides excellent material for school children of different ages, including lesson plans on antimicrobial resistance, the value of which in improving understanding of the issue by children in India has been shown (Fernandes et al , 2019).…”

Section: Importing Excursions Into School and Virtual Excursionsmentioning

confidence: 99%

Visualizing the invisible: class excursions to ignite children’s enthusiasm for microbes

McGenity

Gessesse

Hallsworth

et al. 2020

Microbial Biotechnology

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Summary We have recently argued that, because microbes have pervasive – often vital – influences on our lives, and that therefore their roles must be taken into account in many of the decisions we face, society must become microbiology‐literate, through the introduction of relevant microbiology topics in school curricula (Timmis et al. 2019. Environ Microbiol 21: 1513‐1528). The current coronavirus pandemic is a stark example of why microbiology literacy is such a crucial enabler of informed policy decisions, particularly those involving preparedness of public‐health systems for disease outbreaks and pandemics. However, a significant barrier to attaining widespread appreciation of microbial contributions to our well‐being and that of the planet is the fact that microbes are seldom visible: most people are only peripherally aware of them, except when they fall ill with an infection. And it is disease, rather than all of the positive activities mediated by microbes, that colours public perception of ‘germs’ and endows them with their poor image. It is imperative to render microbes visible, to give them life and form for children (and adults), and to counter prevalent misconceptions, through exposure to imagination‐capturing images of microbes and examples of their beneficial outputs, accompanied by a balanced narrative. This will engender automatic mental associations between everyday information inputs, as well as visual, olfactory and tactile experiences, on the one hand, and the responsible microbes/microbial communities, on the other hand. Such associations, in turn, will promote awareness of microbes and of the many positive and vital consequences of their actions, and facilitate and encourage incorporation of such consequences into relevant decision‐making processes. While teaching microbiology topics in primary and secondary school is key to this objective, a strategic programme to expose children directly and personally to natural and managed microbial processes, and the results of their actions, through carefully planned class excursions to local venues, can be instrumental in bringing microbes to life for children and, collaterally, their families. In order to encourage the embedding of microbiology‐centric class excursions in current curricula, we suggest and illustrate here some possibilities relating to the topics of food (a favourite pre‐occupation of most children), agriculture (together with horticulture and aquaculture), health and medicine, the environment and biotechnology. And, although not all of the microbially relevant infrastructure will be within reach of schools, there is usually access to a market, local food store, wastewater treatment plant, farm, surface water body, etc., all of which can provide opportunities to explore microbiology in action. If children sometimes consider the present to be mundane, even boring, they are usually excited with both the past and the future so, where possible, visits to local museums (the past) and research institutions advancing knowledge frontiers (the...

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“…e-Bug train-the-trainer sessions are run by local authorities and provide educators with training to use e-Bug materials (Eley et al, 2019a). e-Bug's influence on student/teacher knowledge has been evaluated previously (Eley et al, 2020;Farrell et al, 2010;Fernandes et al, 2019;Lecky et al, 2010). An initial evaluation of e-Bug resources (Lecky et al, 2010) was conducted as a pan-European study involving students aged 9-11 and 12-15 years across England, France and Czech Republic.…”

Section: Introductionmentioning

confidence: 99%

“…Although the impact of e-Bug on knowledge has been evaluated, less has been done to understand how this change in knowledge equates to improved IPC practices, such as handwashing, and outcomes, such as reducing absenteeism (Eley et al, 2020; Farrell et al, 2010; Fernandes et al, 2019; Lecky et al, 2010). This feasibility study therefore had a twofold aim: (1) to understand the feasibility of using soap use data as a proxy for tracking handwashing behaviour in students and (2) to refine a study method that can be practically implemented by local authorities and schools to assess changes in students’ knowledge and behaviour as a result of the implementation of e-Bug.…”

Section: Introductionmentioning

confidence: 99%

Improving infection prevention behaviours in schools: Feasibility study to measure the impact of educational resources

Cooper

Chen

Godsell

et al. 2022

Health Education Journal

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Background: Evidence indicates that tailored educational resources such as e-Bug in schools can improve students’ knowledge of infection prevention. This study aimed to (1) understand the feasibility of using soap use data as a proxy for measuring student handwashing behaviours and (2) refine a study method that could be implemented by local authorities and schools to assess impact as a result of the implementation of e-Bug. Design: A stepped-wedge design was employed, and 10 primary schools were randomly assigned to groups where teachers were trained to use e-Bug, either in July 2019 (early intervention group) or in January 2020 (late intervention group). Pre/post student knowledge-retention questionnaire data and soap use measurements were collected from all schools before and after the early group teachers used e-Bug. The sample included 16 soap use measures, 561 students in the early group and 601 students in the late group. Statistical analysis involved single/multivariable mixed-effects linear and logistic regression. Setting: A local authority in England. Results: In 15–18 questions, there was a significant relationship between training and students answering questions about microbes, hand/respiratory hygiene and antibiotic use/resistance correctly (degree of change varied). There was not enough power to comment on the relationship between the intervention and soap use. Conclusion: This study informs the feasibility of cluster, randomised, controlled trials in educational settings to measure the impact of educational resources. It can be used to inform future studies and highlights the need to ensure adequate sample size to estimate soap use and improve the measurement accuracy of data collection tools.

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Knowledge Assessment of E-Bug Assisted Antimicrobial Resistance Education Module in Class VII School Students of South Indian Coastal Town of Manipal

Cited by 7 publications

References 20 publications

Impact of interprofessional service-learning on the effectiveness of knowledge transfer of antimicrobial resistance to Hong Kong elders: a quasi-experiment

Impact of interprofessional service-learning on the effectiveness of knowledge transfer of antimicrobial resistance to Hong Kong elders: a quasi-experiment

Visualizing the invisible: class excursions to ignite children’s enthusiasm for microbes

Improving infection prevention behaviours in schools: Feasibility study to measure the impact of educational resources

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