An Elective Course on Antimicrobial Stewardship

Objective. To implement an antimicrobial stewardship (AS) elective course for second-year and third-year 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 prelec...

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Bibliographic Details
Published in:American journal of pharmaceutical education 2015-12, Vol.79 (10), p.157, Article 157
Main Authors: Gauthier, Timothy P., Sherman, Elizabeth M., Unger, Nathan R.
Format: Article
Language:English
Subjects:
Adult
Anti-Infective Agents - adverse effects
Anti-Infective Agents - therapeutic use
Antibiotics
antimicrobial stewardship
Attitude of Health Personnel
Choice Behavior
Communicable Diseases - drug therapy
Comprehension
Curriculum
Drug Resistance
Education, Pharmacy - methods
Educational Measurement
Educational Status
elective course
Evaluation
Forecasts and trends
Health attitudes
Health Knowledge, Attitudes, Practice
Humans
infectious diseases
Instructional Design and Assessment
Learning
Perception
Pharmaceutical education
pharmacy education
Product stewardship
Program Evaluation
Students, Pharmacy - psychology
Study and teaching
Surveys and Questionnaires
Teaching - methods
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Summary:Objective. To implement an antimicrobial stewardship (AS) elective course for second-year and third-year 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.
ISSN:0002-9459
1553-6467
DOI:10.5688/ajpe7910157