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2535. The Stairway to Antibiotic Heaven: Evaluating a Scaffolded Video Series on Empiric Antibiotic Selection
BACKGROUND: Inappropriate antibiotic use and spread of resistance is a well-known problem. In academic settings, house staff often make initial decisions regarding antibiotic use. Recently, there has been increasing interest in using “whiteboard animations” as a way of delivering educational content...
Autores principales: | , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Oxford University Press
2019
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6810277/ http://dx.doi.org/10.1093/ofid/ofz360.2213 |
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author | Larnard, Jeffrey Zucker, Jason Gordon, Rachel |
author_facet | Larnard, Jeffrey Zucker, Jason Gordon, Rachel |
author_sort | Larnard, Jeffrey |
collection | PubMed |
description | BACKGROUND: Inappropriate antibiotic use and spread of resistance is a well-known problem. In academic settings, house staff often make initial decisions regarding antibiotic use. Recently, there has been increasing interest in using “whiteboard animations” as a way of delivering educational content. We introduced a supplemental series of short whiteboard animation videos on empiric antibiotic selection during a blended transition to residency course for fourth year medical students. Our aim was to determine whether the videos were an effective learning resource. METHODS: A total of eight whiteboard animation videos on empiric antibiotic selection were created using Camtasia. Learning was scaffolded using a pneumonia case and an antibiotic “ladder” to provide context for the antibiotics discussed. Questions were interspersed throughout the videos. Students completed an eight question pretest and then an eight question post-test after completing the modules. Qualtrics was used to randomly select questions for the pre- and post-tests from a common question bank. After each individual video module, students were also offered a post-module survey with Likert scaled questions evaluating student perception of the module. All tests and surveys were anonymous. Scores of pre- and post-tests were compared with unpaired t-tests. RESULTS: We received a total of 37 pre-tests and 14 post-tests. The average score on the pre-test was 66% compared with 93% on the post-test (P < 0.0001). We also received seventy-four post-module surveys across the eight videos. When asked whether the particular video module was an effective way to learn about antibiotic coverage, 98% of responses responded “agree” or “strongly agree.” 90% of responses also answered “agree” or “strongly agree” when asked if they were more likely to remember the spectrum of activity of the presented antibiotics after watching the module. CONCLUSION: While further studies are needed our results suggest that whiteboard animation videos may be an effective way to teach empiric antibiotic selection to medical students preparing for internship. DISCLOSURES: All authors: No reported disclosures. |
format | Online Article Text |
id | pubmed-6810277 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2019 |
publisher | Oxford University Press |
record_format | MEDLINE/PubMed |
spelling | pubmed-68102772019-10-28 2535. The Stairway to Antibiotic Heaven: Evaluating a Scaffolded Video Series on Empiric Antibiotic Selection Larnard, Jeffrey Zucker, Jason Gordon, Rachel Open Forum Infect Dis Abstracts BACKGROUND: Inappropriate antibiotic use and spread of resistance is a well-known problem. In academic settings, house staff often make initial decisions regarding antibiotic use. Recently, there has been increasing interest in using “whiteboard animations” as a way of delivering educational content. We introduced a supplemental series of short whiteboard animation videos on empiric antibiotic selection during a blended transition to residency course for fourth year medical students. Our aim was to determine whether the videos were an effective learning resource. METHODS: A total of eight whiteboard animation videos on empiric antibiotic selection were created using Camtasia. Learning was scaffolded using a pneumonia case and an antibiotic “ladder” to provide context for the antibiotics discussed. Questions were interspersed throughout the videos. Students completed an eight question pretest and then an eight question post-test after completing the modules. Qualtrics was used to randomly select questions for the pre- and post-tests from a common question bank. After each individual video module, students were also offered a post-module survey with Likert scaled questions evaluating student perception of the module. All tests and surveys were anonymous. Scores of pre- and post-tests were compared with unpaired t-tests. RESULTS: We received a total of 37 pre-tests and 14 post-tests. The average score on the pre-test was 66% compared with 93% on the post-test (P < 0.0001). We also received seventy-four post-module surveys across the eight videos. When asked whether the particular video module was an effective way to learn about antibiotic coverage, 98% of responses responded “agree” or “strongly agree.” 90% of responses also answered “agree” or “strongly agree” when asked if they were more likely to remember the spectrum of activity of the presented antibiotics after watching the module. CONCLUSION: While further studies are needed our results suggest that whiteboard animation videos may be an effective way to teach empiric antibiotic selection to medical students preparing for internship. DISCLOSURES: All authors: No reported disclosures. Oxford University Press 2019-10-23 /pmc/articles/PMC6810277/ http://dx.doi.org/10.1093/ofid/ofz360.2213 Text en © The Author(s) 2019. Published by Oxford University Press on behalf of Infectious Diseases Society of America. http://creativecommons.org/licenses/by-nc-nd/4.0/ This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivs licence (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial reproduction and distribution of the work, in any medium, provided the original work is not altered or transformed in any way, and that the work is properly cited. For commercial re-use, please contact journals.permissions@oup.com |
spellingShingle | Abstracts Larnard, Jeffrey Zucker, Jason Gordon, Rachel 2535. The Stairway to Antibiotic Heaven: Evaluating a Scaffolded Video Series on Empiric Antibiotic Selection |
title | 2535. The Stairway to Antibiotic Heaven: Evaluating a Scaffolded Video Series on Empiric Antibiotic Selection |
title_full | 2535. The Stairway to Antibiotic Heaven: Evaluating a Scaffolded Video Series on Empiric Antibiotic Selection |
title_fullStr | 2535. The Stairway to Antibiotic Heaven: Evaluating a Scaffolded Video Series on Empiric Antibiotic Selection |
title_full_unstemmed | 2535. The Stairway to Antibiotic Heaven: Evaluating a Scaffolded Video Series on Empiric Antibiotic Selection |
title_short | 2535. The Stairway to Antibiotic Heaven: Evaluating a Scaffolded Video Series on Empiric Antibiotic Selection |
title_sort | 2535. the stairway to antibiotic heaven: evaluating a scaffolded video series on empiric antibiotic selection |
topic | Abstracts |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6810277/ http://dx.doi.org/10.1093/ofid/ofz360.2213 |
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