Vicki L Young1, Mark Berry2, Neville Q Verlander3, Andy Ridgway2, Cliodna Am McNulty1. 1. Microbiology Department, Public Health England Primary Care Unit, Gloucester Royal Hospital, Gloucester, UK. 2. Department of Applied Sciences, University of the West of England, Coldharbour Lane, Bristol, UK. 3. Modelling and Economics Department, Statistics, Public Health England, Colindale, London, UK.
Abstract
INTRODUCTION: The use of debating as an educational tool is increasing in popularity. Students who take part in debates can develop a range of skills such as confidence and communication as well as gaining a greater understanding of the topic discussed. Within this study we have evaluated an antibiotic-resistant debate kit, assessing the ability of the debate lesson to improve student knowledge and awareness around antibiotics. METHODS: The debate lesson was delivered in seven schools across South West England to 235 students aged 13-16 years. Change in student knowledge was measured using before and after knowledge questionnaires. Student and teacher feedback and suggestions for improvements for the lesson were also collected through questionnaires and interviews. RESULTS: Quantitative questionnaires found a significant improvement in knowledge for most areas covered in the debate, particularly around the use of antibiotics to treat colds and bacteria developing resistance. Teachers felt their students engaged well with the debate session and made suggestions for minor modifications that could improve the lesson. CONCLUSIONS: The results suggest that the e-Bug antibiotic resistant debate kit is able to improve knowledge in young people around antibiotics and antibiotic resistance. Furthermore, the lesson was enjoyed by students and therefore this resource should be promoted more widely to teachers and schools.
INTRODUCTION: The use of debating as an educational tool is increasing in popularity. Students who take part in debates can develop a range of skills such as confidence and communication as well as gaining a greater understanding of the topic discussed. Within this study we have evaluated an antibiotic-resistant debate kit, assessing the ability of the debate lesson to improve student knowledge and awareness around antibiotics. METHODS: The debate lesson was delivered in seven schools across South West England to 235 students aged 13-16 years. Change in student knowledge was measured using before and after knowledge questionnaires. Student and teacher feedback and suggestions for improvements for the lesson were also collected through questionnaires and interviews. RESULTS: Quantitative questionnaires found a significant improvement in knowledge for most areas covered in the debate, particularly around the use of antibiotics to treat colds and bacteria developing resistance. Teachers felt their students engaged well with the debate session and made suggestions for minor modifications that could improve the lesson. CONCLUSIONS: The results suggest that the e-Bug antibiotic resistant debate kit is able to improve knowledge in young people around antibiotics and antibiotic resistance. Furthermore, the lesson was enjoyed by students and therefore this resource should be promoted more widely to teachers and schools.
Authors: Donna M Lecky; Cliodna A M McNulty; Pia Touboul; Tereza Koprivova Herotova; Jirí Benes; Pierre Dellamonica; Neville Q Verlander; Patty Kostkova; Julius Weinberg Journal: J Antimicrob Chemother Date: 2010-10-18 Impact factor: 5.790
Authors: Nikki Koklanaris; Andrew P MacKenzie; M Elizabeth Fino; Alan A Arslan; David E Seubert Journal: Teach Learn Med Date: 2008 Jul-Sep Impact factor: 2.414
Authors: Vicki L Young; Amy Cole; Donna M Lecky; Dennis Fettis; Beth Pritchard; Neville Q Verlander; Charlotte V Eley; Cliodna A M McNulty Journal: J Antimicrob Chemother Date: 2017-07-01 Impact factor: 5.790