Antimicrobial Resistance: Raising Awareness and Inspiring the Next Generation of Scientists
Antimicrobial resistance (AMR) poses a major threat to modern medicine and has a wider socio-economic impact worldwide. Public awareness is a key priority in decreasing the burden of AMR, and so we describe the development and execution of ‘Antibiotic Awareness’, a workshop for key stage 3 (KS3) pupils delivered by researchers from the University of Warwick. The workshop aimed to highlight the importance of antibiotic resistance, in addition to providing a novel opportunity for students to engage with scientists in this widening participation project. The session was one hour, comprising an introductory talk, three activities and a plenary question and answer session. The workshop was delivered to 233 students, in two schools, and complemented the KS3 curriculum. The workshop was assessed on three criteria; student responses to questions (at the end of the session and in a two month follow-up), student feedback, and teacher feedback. Overall, 88% of students felt that we ‘had done a good job’. Immediately after the workshop, the majority were able to define antibiotic resistance and answer plenary questions. However, at follow-up, retention was low. The initial delivery of the workshop indicated that it was informative and engaging, but also identified opportunities for improvement.
Coe, R. et al., 2014. What makes great teaching? Review of the underpinning research.
Creemers, B.P.M. & Kyriakides, L., 2006. Critical analysis of the current approaches to modelling educational effectiveness: The importance of establishing a dynamic model. School Effectiveness and School Improvement, 17(3), pp.347–366. Available at: http://www.tandfonline.com/doi/abs/10.1080/09243450600697242 [Accessed February 20, 2017].
Department of Education, 2015. National curriculum in England: science programmes of study - Publications - GOV.UK. Available at: https://www.gov.uk/government/publications/national-curriculum-in-england-science-programmes-of-study [Accessed February 20, 2017].
Dunlosky, J., By, I. & Baxter, D., 2013. Strengthening the Student Toolbox study strategies to Boost learning. American Educator, 37(3), pp.12–21.
Fry, Heather, Ketteridge, Steve, M.S., 2014. A Handbook for Teaching and Learning in Higher Education,
Hattie, J., 2003. Australian Council for Educational Research (ACER) Teachers Make a Difference, What is the research evidence? Distinguishing Expert Teachers from Novice and Experienced Teachers. Teachers Make a Difference What is the research evidence? Available at: http://research.acer.edu.au/research_conference_2003 [Accessed February 20, 2017].
Kostkova, P. et al., 2010. eBug--teaching children hygiene principles using educational games. Studies in health technology and informatics, 160(Pt 1), pp.600–4. Available at: http://www.ncbi.nlm.nih.gov/pubmed/20841757 [Accessed February 20, 2017].
Krathwohl, D.R., 2002. A Revision of Bloom’s Taxonomy: An Overview. Theory Into Practice, 41(4), pp.212–218. Available at: http://www.tandfonline.com/doi/abs/10.1207/s15430421tip4104_2 [Accessed February 20, 2017].
Kutnick, P. & Kington, A., 2005. Children’s friendships and learning in school: Cognitive enhancement through social interaction? British Journal of Educational Psychology, 75(4), pp.521–538. Available at: http://doi.wiley.com/10.1348/000709904X24591 [Accessed February 7, 2017].
O ’Neill, J., 2016. TACKLING DRUG-RESISTANT INFECTIONS GLOBALLY: FINAL REPORT AND RECOMMENDATIONS THE REVIEW ON ANTIMICROBIAL RESISTANCE.
Ofsted, 2015a. Park Hall Academy.
Ofsted, 2015b. The Polesworth School.
Parkinson, J., 2001. Reflective Teaching of Science 11–18,
Regis, T. & Stone, J., 2017. Children and young people should be taught simple hygiene measures to help curb spread of infection, says NICE. Available at: http://indepth.nice.org.uk/children-and-young-people-should-be-taught-simple-hygiene-measures-to-curb-the-spread-of-infections-says-nice/index.html [Accessed February 25, 2017].
Rosenshine, B., 2012. Principles of Instruction Research-Based Strategies That All Teachers Should Know. American Educator, 36(1), p.12.
Copyright (c) 2017 Catherine Emily Rowland, Anna York
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution Non-Commercial Share Alike License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal, providing it is not used for commercial purposes and any derivative work is shared with the same license.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).