Building antimicrobial stewardship through massive open online courses : A pilot study in Macedonia
(2020) In JAC-Antimicrobial Resistance 2(3).- Abstract
Background: The global struggle against antibiotic resistance requires antimicrobial stewardship (AMS). Massive open online courses (MOOCs) offer health professionals unprecedented access to high-quality instructional material on AMS; the question is how apprehensible it is to non-native English speakers. Furthermore, to better understand how education interventions promote change towards rational antibiotic prescribing, leading institutions call for studies integrating behavioural science. Research from lower- A nd middle-income countries is particularly needed. Objectives: To measure the knowledge improvement from an AMS MOOC, the influence of language, course satisfaction and subsequent effect on intention to change antibiotic... (More)
Background: The global struggle against antibiotic resistance requires antimicrobial stewardship (AMS). Massive open online courses (MOOCs) offer health professionals unprecedented access to high-quality instructional material on AMS; the question is how apprehensible it is to non-native English speakers. Furthermore, to better understand how education interventions promote change towards rational antibiotic prescribing, leading institutions call for studies integrating behavioural science. Research from lower- A nd middle-income countries is particularly needed. Objectives: To measure the knowledge improvement from an AMS MOOC, the influence of language, course satisfaction and subsequent effect on intention to change antibiotic prescribing behaviour. Methods: Fifty-five physicians from Macedonia completed the MOOC. Pre- A nd post-course knowledge test scores were compared using a one-sample t-test. The effect of a language barrier was assessed using self-reported English level. Scores were compared with participants' intention to change behaviour in clinical practice. Results: Scores significantly improved from 77.8% to 82.2%. Participants with a higher English level improved most, while the low-level group showed no significant improvement. Physicians reported a high or very high intention to change behaviour. This was independent of knowledge improvements. Conclusions: First, lower self-reported English proficiency hindered knowledge acquisition from a MOOC platform. AMS programmes should commit to bridge this barrier so as to enable a global spread of education in AMS. Second, factors underlying the physicians' intentions to engage in AMS appear to be more complex than simple knowledge improvements. This suggests that less time-consuming interventions could be as effective.
(Less)
- author
- Von Schreeb, Sebastian ; Robilotti, Elizabeth ; Deresinski, Stan ; Boshevska, Golubinka ; Panovski, Nikola ; Tyrstrup, Mia LU ; Hedin, Katarina LU and Milevska-Kostova, Neda
- organization
- publishing date
- 2020-09-01
- type
- Contribution to journal
- publication status
- published
- subject
- in
- JAC-Antimicrobial Resistance
- volume
- 2
- issue
- 3
- publisher
- Oxford University Press
- external identifiers
-
- scopus:85135899839
- ISSN
- 2632-1823
- DOI
- 10.1093/jacamr/dlaa045
- language
- English
- LU publication?
- yes
- additional info
- Publisher Copyright: © 2020 The Author(s). Published by Oxford University Press on behalf of the British Society for Antimicrobial Chemotherapy.
- id
- 90020e68-6e3e-4df7-b84e-be0c0b6612b8
- date added to LUP
- 2022-10-07 14:53:05
- date last changed
- 2022-10-07 14:56:15
@article{90020e68-6e3e-4df7-b84e-be0c0b6612b8,
abstract = {{<p>Background: The global struggle against antibiotic resistance requires antimicrobial stewardship (AMS). Massive open online courses (MOOCs) offer health professionals unprecedented access to high-quality instructional material on AMS; the question is how apprehensible it is to non-native English speakers. Furthermore, to better understand how education interventions promote change towards rational antibiotic prescribing, leading institutions call for studies integrating behavioural science. Research from lower- A nd middle-income countries is particularly needed. Objectives: To measure the knowledge improvement from an AMS MOOC, the influence of language, course satisfaction and subsequent effect on intention to change antibiotic prescribing behaviour. Methods: Fifty-five physicians from Macedonia completed the MOOC. Pre- A nd post-course knowledge test scores were compared using a one-sample t-test. The effect of a language barrier was assessed using self-reported English level. Scores were compared with participants' intention to change behaviour in clinical practice. Results: Scores significantly improved from 77.8% to 82.2%. Participants with a higher English level improved most, while the low-level group showed no significant improvement. Physicians reported a high or very high intention to change behaviour. This was independent of knowledge improvements. Conclusions: First, lower self-reported English proficiency hindered knowledge acquisition from a MOOC platform. AMS programmes should commit to bridge this barrier so as to enable a global spread of education in AMS. Second, factors underlying the physicians' intentions to engage in AMS appear to be more complex than simple knowledge improvements. This suggests that less time-consuming interventions could be as effective. </p>}},
author = {{Von Schreeb, Sebastian and Robilotti, Elizabeth and Deresinski, Stan and Boshevska, Golubinka and Panovski, Nikola and Tyrstrup, Mia and Hedin, Katarina and Milevska-Kostova, Neda}},
issn = {{2632-1823}},
language = {{eng}},
month = {{09}},
number = {{3}},
publisher = {{Oxford University Press}},
series = {{JAC-Antimicrobial Resistance}},
title = {{Building antimicrobial stewardship through massive open online courses : A pilot study in Macedonia}},
url = {{http://dx.doi.org/10.1093/jacamr/dlaa045}},
doi = {{10.1093/jacamr/dlaa045}},
volume = {{2}},
year = {{2020}},
}