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

Authors

  • L. Berr Vienna Dental School, University of Vienna
  • N. Donaldson King's College London
  • S Hatzipanagos King’s College London
  • C. Paganelli Università degli studi di Brescia
  • P A Reynolds King's College London

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.

Author Biographies

L. Berr, Vienna Dental School, University of Vienna

Vienna Dental School, University of Vienna.

N. Donaldson, King's College London

King’s College London, Centre of Flexible Learning.

S Hatzipanagos, King’s College London

King’s College London, Centre of Flexible Learning.

C. Paganelli, Università degli studi di Brescia

Dean, Faculty of Dentistry, University of Brescia

P A Reynolds, King's College London

King’s College London, Centre of Flexible Learning.

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Published

2013-05-08

Issue

Vol. 51 No. 3 (2012)

Section

Short Communications

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