Table 1.
Survey Responses Before and After Stewardship Curriculum
| Question | %Agree/Strongly Agree (n/N) | ||
|---|---|---|---|
| Precurriculum | Postcurriculum | P Valuea | |
| Knowledge and attitudes about antibiotic resistance | |||
| Antibiotic resistance is a major public health problem | 99.1 (763 of 770) | 99.2 (738 of 744) | .76 |
| Overprescribing of antibiotics is a major cause of antibiotic resistance | 95.7 (736 of 769) | 98.9 (735 of 743) | .002 |
| Physicians should only consider the needs of the individual patient when prescribing antibiotics | 26.0 (200 of 769) | 27.8 (206 of 742) | .19 |
| I am confident the development of new and effective drugs will keep pace with the growing rate of antibiotic resistance | 14.7 (113 of 770) | 18.7 (139 of 744) | .02 |
| Patient demand is the major reason that physicians prescribe unnecessary antibiotics | 39.8 (306 of 769) | 54.1 (402 of 743) | <.001 |
| Perceived efficacy in interprofessional collaboration | |||
| I am able to describe the role of each profession in appropriate antibiotic useb | 34.2 (263 of 769) | 82.4 (613 of 744) | <.001 |
| I can communicate in a manner that engages the interprofessional team | 75.4 (580 of 769) | 94.4 (702 of 744) | <.001 |
| I can describe collaborative approaches to appropriate antibiotic usec | 48.6 (374 of 769) | 92.2 (435 of 741) | <.001 |
| Attitudes towards interprofessional learning and collaboration | |||
| My skills in communicating with patients of clients would be improved through learning with students from other healthcare professions | 84.4 (648 of 768) | 91.9 (685 of 744) | <.001 |
| My skills in communicating with other healthcare professionals would be improved through learning with students from other healthcare professions | 89.7 (689 of 768) | 94.2 (699 of 742) | <.001 |
| I would prefer to learn only with peers from my own profession | 5.1 (39 of 770) | 8.9 (67 of 744) | .005 |
| Learning with students from other healthcare professions is likely to facilitate subsequent working professional relationships | 83.2 (637 of 766) | 91.4 (681 of 745) | <.001 |
| Learning with students from other healthcare professions would be more beneficial to improving my teamwork skills than learning only with my peers | 80.6 (620 of 769) | 90.2 (672 of 745) | <.001 |
| Collaborative learning would be a positive learning experience for all healthcare students | 86.1 (661 of 768) | 92.7 (690 of 744) | <.001 |
| Learning with students from other healthcare professions is likely to help to overcome stereotypes that are held about the different professions | 79.5 (611 of 769) | 88.5 (659 of 745) | <.001 |
| I would enjoy the opportunity to learn with students from other healthcare professions | 83.5 (643 of 770) | 91.5 (681 of 744) | <.001 |
| Learning with students from other healthcare professions is likely to improve the service for patient of client | 86.5 (665 of 769) | 92.9 (692 of 745) | <.001 |
a P value is based on McNemar’s test for students with paired data.
b P = .03 for interaction between student profession and paired change in response; medical students increased agreement to a greater extent than pharmacy students.
c P = .03 for interaction between student profession and paired change in response; medical students increased agreement to a greater extent than pharmacy students.