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

<p> <h3 id="x-x-st0010"> Background and purpose </h3> <p id="x-x-sp0025"> The main aim of this study was to evaluate the effect of a structured classroom debate format on teaching antimicrobial stewardship. <h3 id="x-x-st0015"> Educational activity and setting </h3> <p id="x-x-sp0030"> 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. <h3 id="x-x-st0020"> Findings </h3> <p id="x-x-sp0035"> 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. <h3 id="x-x-st0025"> Summary </h3> <p id="x-x-sp0040"> The structured classroom debate format has a positive association with increasing students' knowledge level and perception of skills assessed. </p> </p> </p> </p></p>