Developing Interactive Antimicrobial Stewardship and Infection Prevention Curricula for Diverse Learners: A Tailored Approach

Nori, Priya; Madaline, Theresa; Munjal, Iona; Bhar, Shubha; Guo, Yi; Seo, Susan K.; Porrovecchio, Andrea; Gancher, Elizabeth; Nosanchuk, Joshua; Pirofski, Liise-anne; Ostrowsky, Belinda

Strategies presented herein share common themes and lessons learned (Table 1) , but collective and individual limitations should be mentioned. We did not conduct an educational needs assessment before study implementation. Interventions were designed based on our perceived educational needs extracted from daily interactions with learners. For example, we observed from >5000 stewardship pager interactions per year that 80%-90% of requests are for empiric antimicrobial regimens, often broad spectrum, or intended for patients with remote penicillin allergies, for whom more streamlined β-lactam regimens are more appropriate. Quasi-experimental, before and after study design, particularly when applied to small sample sizes, has several limitations, including lack of random assignment and internal validity, generalizability of results, and robustness of conclusions on the effectiveness of educational techniques [24] . However, this methodology is common to published studies in stewardship and infection prevention. Techniques described herein are best suited for adaptation at an academic medical center, because they have not been studied outside this setting. Only 1 of the interventions was designed for and implemented in a community hospital.