Understanding antimicrobial resistance education among medical and?veterinary students in Norway: a cross-sectional...

Antimicrobial resistance (AMR) poses a global health threat requiring effective education for future prescribers. Despite its urgency, there is limited evidence about how future prescribers are educated to mitigate AMR.

To investigate associations between AMR knowledge and (i) preferred teaching methods, (ii) self-reported competency, and (iii) recall of AMR-related curricular content among Norwegian medical and veterinary students.

A cross-sectional survey of 110 students (61 medical, 49 veterinary) from two Norwegian universities assessed knowledge, preferred teaching methods, self-reported competency and self-reported curricular coverage. Bivariate analyses and multivariable linear regression identified associations with knowledge.

Formal lectures, guidelines, lab-based teaching and bedside teaching were the most preferred learning methods. Students reported that lab-based teaching had contributed to their learning about AMR, scoring higher on AMR knowledge (β = 0.89, P = 0.02), whereas those confident in knowing when to transition from IV to oral antibiotics had lower knowledge scores (β = -0.86, P = 0.031). Students reported lowest competency in antifungal-related topics.

The findings highlight a disconnect, where confidence does not equate to knowledge, and exposure to the curriculum alone is insufficient to ensure clinical competence. AMR knowledge is associated with perceptions about lab-based learning, and misplaced confidence in specific skills. Antifungal-related topics require more attention in curricula.