THE IMPACT ON DENTAL STUDENTS’ KNOWLEDGE IN THREE EUROPEAN COUNTRIES THROUGH AN ONLINE MODULE ON ANTIBIOTIC PRESCRIBING: A PRELIMINARY STUDY

L. Berr, N. Donaldson, S Hatzipanagos, C. Paganelli, P A Reynolds

Abstract


In this preliminary study, the knowledge and impact on dental student understanding of antibiotic prescribing practice in the three EU countries was evaluated through the intervention of an online module. 39 respondents completed the pre and post questionnaires. Austria: n= 10; UK: n= 19, Italy: n= 10. Overall there was a 10% improvement between the pre and post questionnaire tests. In Italy there was a 50% increase in knowledge (Figure 2). On a mixed linear regression model fitted to the total score, the difference between the post and pre-intervention means was highly significant; the total mean score increased on average by 0.9 (95% c.i. 0.28 to 1.52; P=0.004) after the intervention in question. Understanding antibiotic prescribing across Europe has been supported by the intervention of an online module that was perceived as a helpful and effective learning tool. Although there are still differing recommendations for antibiotic prescribing across Europe, students and staff must be alerted so they can practice safely across borders.

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