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      Aston University's Antimicrobial Resistance (AMR) Roadshow: raising awareness and embedding knowledge of AMR in key stage 4 learners

      brief-report

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          Summary

          Antimicrobial resistance (AMR) is a global healthcare problem and therefore raising awareness within young learners is imperative. An AMR roadshow was designed to take key stage 4 students' learning ‘out of the classroom’, assess pre-existing knowledge of AMR and determine the impact of the roadshow on knowledge retention. Knowledge and subsequent retention were measured pre- and post-event through a standardised questionnaire. The roadshow significantly improved knowledge and understanding of AMR, which was retained for a minimum of twelve weeks. Engaging and interactive strategies addressing key health issues provide a positive learning experience which contributes to retained knowledge in young learners.

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          Active learning increases student performance in science, engineering, and mathematics.

          Scott Freeman, Sarah L. Eddy, Miles McDonough … (2014)
          To test the hypothesis that lecturing maximizes learning and course performance, we metaanalyzed 225 studies that reported data on examination scores or failure rates when comparing student performance in undergraduate science, technology, engineering, and mathematics (STEM) courses under traditional lecturing versus active learning. The effect sizes indicate that on average, student performance on examinations and concept inventories increased by 0.47 SDs under active learning (n = 158 studies), and that the odds ratio for failing was 1.95 under traditional lecturing (n = 67 studies). These results indicate that average examination scores improved by about 6% in active learning sections, and that students in classes with traditional lecturing were 1.5 times more likely to fail than were students in classes with active learning. Heterogeneity analyses indicated that both results hold across the STEM disciplines, that active learning increases scores on concept inventories more than on course examinations, and that active learning appears effective across all class sizes--although the greatest effects are in small (n ≤ 50) classes. Trim and fill analyses and fail-safe n calculations suggest that the results are not due to publication bias. The results also appear robust to variation in the methodological rigor of the included studies, based on the quality of controls over student quality and instructor identity. This is the largest and most comprehensive metaanalysis of undergraduate STEM education published to date. The results raise questions about the continued use of traditional lecturing as a control in research studies, and support active learning as the preferred, empirically validated teaching practice in regular classrooms.
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            Will 10 Million People Die a Year due to Antimicrobial Resistance by 2050?

            Marlieke E. A. de Kraker, Andrew Stewardson, Stephan Harbarth (2016)
            Marlieke de Kraker and colleagues reflect on the need for better global estimates for the burden of antimicrobial resistance.
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              A systematic review of the public's knowledge and beliefs about antibiotic resistance.

              A McCullough, S. Parekh, J Rathbone … (2015)
              The objective of this study was to systematically review quantitative and qualitative studies on the public's knowledge and beliefs about antibiotic resistance.
              Article 0 comments Cited 108 times – based on 0 reviews     Review now
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                Author and article information

                Contributors
                Tony Worthington
                Journal
                Journal ID (nlm-ta): Infect Prev Pract
                Journal ID (iso-abbrev): Infect Prev Pract
                Title: Infection Prevention in Practice
                Publisher: Elsevier
                ISSN (Electronic): 2590-0889
                Publication date PMC-release: 28 April 2020
                Publication date Collection: June 2020
                Publication date (Electronic): 28 April 2020
                Volume: 2
                Issue: 2
                Electronic Location Identifier: 100060
                Affiliations
                [a ]School of Life and Health Sciences, Aston University, Birmingham, B4 7ET, UK
                [b ]School of Engineering and Applied Science, Aston University, Birmingham B4 7ET, UK
                Author notes
                [∗ ]Corresponding author. T.Worthington@ 123456aston.ac.uk
                Article
                Publisher Item ID: S2590-0889(20)30024-X Publisher ID: 100060
                DOI: 10.1016/j.infpip.2020.100060
                PMC ID: 8336141
                PubMed ID: 34368704
                SO-VID: c4a15d91-9487-4ef4-b039-3daee1cbcdf9
                Copyright © Crown Copyright © 2020 Published by Elsevier Ltd on behalf of The Healthcare Infection Society.
                License:

                This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/).

                History
                Date received : 24 February 2020
                Date accepted : 9 April 2020
                Categories
                Subject: Short Report

                Keywords: antimicrobial resistance,health education,public engagement
                Data availability:
                Keywords: antimicrobial resistance, health education, public engagement

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