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Res Dev Med Educ. 2025;14: 33309.
doi: 10.34172/rdme.025.33309
  Abstract View: 25
  PDF Download: 22

Original Article

Innovative education in antibiotic stewardship program among undergraduate medical students: A card game-based approach

Santhosh Samuel ORCID logo, Wilfred Premila Magdalene ORCID logo, Eldhose Anupa ORCID logo, Arokyaraj Blessana Mary, Raja Priya ORCID logo, Margaret Shanthi* ORCID logo

1 Department of Pharmacology and Clinical Pharmacology, Christian Medical College, Vellore
*Corresponding Author: Margaret Shanthi, Email: drmaggi29@cmcvellore.ac.in.com

Abstract

Background: Antibiotic resistance, a pressing global issue, is particularly severe in India due to high antibiotic use and poor prescribing practices. Undergraduate medical education often lacks focus on antimicrobial stewardship, leaving future prescribers unprepared. This study evaluates an innovative card game designed to enhance learning about antibiotics among medical students.

Methods: This study involved 100 medical students, randomized into two groups: one engaged with an antibiotic-themed card game, and the other received a lecture. The game, featuring 30 antibiotics, was designed to teach stewardship through interactive play. Knowledge was assessed via pre-and post-tests. Feedback was also collected from the students.

Results: The card game group significantly improved in post-test scores (P<0.0001). However, the final scores were comparable to the lecture group (P=0.5273). Notably, the card game significantly enhanced student engagement, with the majority reporting an improved understanding of antibiotic spectrum, toxicity, and unique attributes like coverage for drug-resistant organisms.

Conclusion: The card game enhanced engagement, suggesting its utility in antimicrobial stewardship education. This method of interactive learning has the potential to augment medical education, equipping students to navigate the complexities of antibiotic prescribing amidst increasing resistance.




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Submitted: 23 Jan 2025
Revision: 12 Feb 2025
Accepted: 08 Mar 2025
ePublished: 28 Apr 2025
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