Despite ongoing global efforts, antimicrobial resistance continues to threaten the treatment of an ever-increasing range of bacterial infections. There is substantial evidence that public education programs that foster microbial literacy amongst young school audiences may improve correct knowledge of specific health issues, such as prevention of microbial infections and responsible use of antibiotics. The aim of the Microbiological@mind project was to engage primary school students with the subject of microbiology, to promote both scientific interest and awareness towards correct behaviors that may ensure a safer lifestyle. Interactive workshops based on a full ‘‘hands–on’' approach were carried out by an expert team from the University of Turin to over 1200 children aged 9–11 years at primary schools in Turin. A questionnaire (pre- and post-activity test) on the main topic (i.e. antibiotics) was used to assess project effectiveness. The workshops provided a useful means to strengthen the understanding of basic microbiology concepts amongst students. Students' baseline knowledge of antibiotics was quite low, as low percentages of correct answers on antibiotic action and use (5.0% and 12.1%, respectively) were found in the pre-activity tests. A significant increase (P < 0.0001) in correct knowledge was observed in the post-activity tests, after implementation of the teaching activity. Our findings support the idea that microbial literacy in early childhood through hands-on educational programs is of great importance to foster children's interest in science learning, and to provide young people with information about general and specific health-related issues, such as prudent antibiotic use, for a more responsible citizenship.

The Microbiological@mind project: a public engagement initiative of Turin University bringing microbiology and health education into primary schools [* G.Banche is the corresponding author]

SCALAS, Daniela
First
;
ROANA, Janira;MANDRAS, Narcisa;Piersigilli, Giorgia;BANCHE, Giuliana
;
ALLIZOND, Valeria;TULLIO, Viviana Cristina;CUFFINI, Annamaria
Last
2017

Abstract

Despite ongoing global efforts, antimicrobial resistance continues to threaten the treatment of an ever-increasing range of bacterial infections. There is substantial evidence that public education programs that foster microbial literacy amongst young school audiences may improve correct knowledge of specific health issues, such as prevention of microbial infections and responsible use of antibiotics. The aim of the Microbiological@mind project was to engage primary school students with the subject of microbiology, to promote both scientific interest and awareness towards correct behaviors that may ensure a safer lifestyle. Interactive workshops based on a full ‘‘hands–on’' approach were carried out by an expert team from the University of Turin to over 1200 children aged 9–11 years at primary schools in Turin. A questionnaire (pre- and post-activity test) on the main topic (i.e. antibiotics) was used to assess project effectiveness. The workshops provided a useful means to strengthen the understanding of basic microbiology concepts amongst students. Students' baseline knowledge of antibiotics was quite low, as low percentages of correct answers on antibiotic action and use (5.0% and 12.1%, respectively) were found in the pre-activity tests. A significant increase (P < 0.0001) in correct knowledge was observed in the post-activity tests, after implementation of the teaching activity. Our findings support the idea that microbial literacy in early childhood through hands-on educational programs is of great importance to foster children's interest in science learning, and to provide young people with information about general and specific health-related issues, such as prudent antibiotic use, for a more responsible citizenship.
50
588
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http://www.ijaaonline.com/article/S0924-8579(17)30199-1/fulltext
Microbiology, Health education, Antimicrobial resistance, Public engagement activities
Scalas, D; Roana, J; Mandras, N.; Marra, E. S.; Collino, N.; Piersigilli, G.; Cuccu, S.; Banche, G *.; Allizond, V.; Tullio, V.; Cuffini, A. M.
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/2318/1648862
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