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Crowdsourcing to develop open-access learning resources on antimicrobial resistance.

Eneyi E Kpokiri1, Randall John2, Dan Wu3

  • 1Faculty of Infectious and Tropical Diseases, London School of Hygiene and Tropical Medicine, Keppel St., Bloomsbury, London, WC1E 7HT, UK. eneyi.kpokiri@lshtm.ac.uk.

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|September 7, 2021
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Summary

Crowdsourcing contests effectively generated open-access educational materials for antimicrobial resistance (AMR) training. This method can help medical educators develop needed AMR resources for students.

Keywords:
Antimicrobial resistanceAntimicrobial stewardshipCrowdsourcingCurriculum developmentInfectious diseasesMedical education

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Area of Science:

  • Medical Education
  • Infectious Diseases
  • Public Health

Background:

  • Antimicrobial resistance (AMR) poses a global health threat.
  • Existing medical curricula often lack sufficient AMR-focused clinical cases and materials.
  • Enhanced AMR education is crucial for effective antimicrobial stewardship programs.

Purpose of the Study:

  • To develop open-access, learner-centered antimicrobial resistance (AMR) educational resources using crowdsourcing.
  • To assess the feasibility of using crowdsourcing to generate teaching materials for medical education.

Main Methods:

  • A global crowdsourcing contest was organized to solicit AMR-related multiple-choice questions, infographics, and images.
  • Entries were submitted via social media, blog posts, email, and in-person events, with partner platforms including Figure 1® and Ding Xiang Yuan.
  • Eligible entries were screened, judged on merit and relevance, and exceptional submissions were awarded and disseminated openly.

Main Results:

  • Fifty-nine entries were received from nine countries, including multiple-choice questions, infographics, and images.
  • Fifty-six eligible entries were reviewed, with eight finalists (three infographics, five multiple-choice questions) selected based on scores.
  • Finalist materials were disseminated through open-access publications and online medical communities, though entries were not fully globally representative.

Conclusions:

  • Crowdsourcing challenge contests are a viable method for identifying and developing infectious disease teaching materials.
  • Medical educators and curriculum developers can adapt this crowdsourcing approach to create additional teaching content for medical students.
  • This initiative highlights a practical strategy to address the need for enhanced AMR education.