Assessment of Structured Classroom Debate to Teach an Antimicrobial Stewardship Elective Course

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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.

Publication Title

Currents in Pharmacy Teaching and Learning


This article was published in Currents in Pharmacy Teaching and Learning.

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