(R2229) Genesis of Antibiotic Resistance (AR) LXIX: Instructional Moves: A Global Campaign on Disseminating Awareness on Effective(ness) Vaccination Emphasizing Importance of Evidence (Antibiogram, Resistance Map (RM), Drug Resistance Index (DRI)) Based Antibiotic Prescription to Rout AR Pandemic (ARP)
Based on the outcome from the forum on programs in professional education at the Harvard Graduate School of Education (HGSE), focused on “Instructional Moves Making Classroom Discussions More Inclusive and Effective”, from March 02, 2020, to March 15, 2020, and also “Teaching Students to Ask Their Own Questions: Best Practices in the Question Formulation Technique, during July 6 - July 26, 2020”, the views expressed are utilized to achieve the objective of presenting an easy to implement, fit-to- flow model to practice instructional move (IM) raising awareness among the medical and non-medical student community for active learning while instilling a sense of urgency to mitigate and nullify a plausible ARP in the future. According to the Global Sepsis Alliance (GSA) ( https://www.global-sepsis-alliance.org/sepsis ), as of March 2020, sepsis is a global health crisis. It affects between 47 and 50 million people every year, at least 11 million die – one death every 2.8 seconds. Many surviving patients suffer from the consequences of sepsis for the rest of their lives (Verbatim). To impede ARP, and mitigate the AR persisters (PMID: 31500532; PMID: 32846197), here we present a modified to fit - flow model for effective dissemination of basic concepts on antibiogram, RM, and derived information such as DRI to the general public by the medical and non-medical student community by voluntary social work programs. IM-I. Context & Rationale: The source for “RM”, and “DRI” are posted at https://resistancemap.cddep.org/ . RM is a web-based collection of data visualization tools that allows interactive exploration of antimicrobial resistance (AMR) and antibiotic use trends in countries across the globe. IM-II. Strategy: Accountability to the learning community: being sensitive to the needs and feelings of everyone in the classroom; accountability to accepted standards of reasoning - using evidence, logic, and other forms of reasoning to justify claims; and accountability to knowledge - relying on facts, which may require the teacher to jump in to correct misconceptions and encourage more discussion. IM-III. Challenges: Equal opportunity to participate and contribute to the success of the class. Building culture: Opportunity to practice their ideas with their peers. Perspective-taking: Small groups and assigning a persona through which interpret texts or defend a point of view. Different Perspectives Game: Asking groups of students to think up different uses of an approach and what could have, if at all seen from a different perspective. IM-IV. Questions: teacher role during a discussion, snapshot observations, discussions practicing scientists on AR, and dialogic reasoning by reinforcing argumentation, considering both pros and cons. Taken together, with all of the aforesaid attributes, the students across the globe will acquire the leadership skills to envision and rally the global community on “ARP”, implementing the aforesaid accosts, across the globe would likely raise the awareness on “ARP” and in turn initiate the mitigation of the “ARP”.