Assessment of Structured Classroom Debate to Teach an Antimicrobial Stewardship Elective Course
Background and purpose
The main aim of this study was to evaluate the effect of a structured classroom debate format on teaching antimicrobial stewardship.
Educational activity and setting
An active learning approach using a debate format was implemented to engage students in infectious diseases concepts to further develop critical thinking skills. This was a one-group, pre- and posttest design conducted in third year pharmacy students enrolled at the Philadelphia College of Osteopathic Medicine School of Pharmacy Georgia campus. A ten-item assessment survey was used prior to and after the course to evaluate student knowledge. Student perception of skill development was assessed by a survey using a five-point Likert scale. The skills assessed included critical thinking, communication, public speaking, research/drug information, and teamwork.
Thirty-three students participated in the six debates over the course of the semester. There was a statistically significant increase in post-knowledge assessment mean score (75%) compared to pre-knowledge assessment mean score (45%). The post-course survey showed improved confidence in perception of skills in all of the areas assessed.
The structured classroom debate format has a positive association with increasing students' knowledge level and perception of skills assessed.
Currents in Pharmacy Teaching and Learning
McGee, Edo-abasi U.; Pius, Mayowa; and Mukherjee, Kumar, "Assessment of Structured Classroom Debate to Teach an Antimicrobial Stewardship Elective Course" (2019). PCOM Scholarly Papers. 2038.