ECTS - Antimicrobial Stewardship
Antimicrobial Stewardship (MED324) Course Detail
| Course Name | Course Code | Season | Lecture Hours | Application Hours | Lab Hours | Credit | ECTS |
|---|---|---|---|---|---|---|---|
| Antimicrobial Stewardship | MED324 | 2 | 0 | 0 | 1 | 2 |
| Pre-requisite Course(s) |
|---|
| MED192, MED292 |
| Course Language | English |
|---|---|
| Course Type | N/A |
| Course Level | Bachelor’s Degree (First Cycle) |
| Mode of Delivery | Distance, Face To Face |
| Learning and Teaching Strategies | Lecture, Discussion, Observation Case Study, Problem Solving. |
| Course Lecturer(s) |
|
| Course Objectives | By the end of this course, participants should be able to understand core competencies of antimicrobial stewardship and how they can be applied to common clinical scenarios. |
| Course Learning Outcomes |
The students who succeeded in this course;
|
| Course Content | Antimicrobial resistance and pharmacodynamic parameters, antibiotic use/misuse; antimicrobial prescribing: antimicrobial stewardship, culture results, susceptibility tests, rapid diagnostics/biomarkers, urinary tract/skin and soft tissue/community-acquired respiratory tract infections, acute infectious diarrhea:simulation, scenario discussion. |
Weekly Subjects and Releated Preparation Studies
| Week | Subjects | Preparation |
|---|---|---|
| 1 | Overview of antimicrobial resistance. | - |
| 2 | Antibiotic use and misuse. Determinants of antimicrobial prescribing and use. The Principles of Antimicrobial Prescribing: | - |
| 3 | What is antimicrobial stewardship? Why it is important? | - |
| 4 | Interpreting Culture Results Antimicrobial susceptibility tests | - |
| 5 | The role of laboratory and rapıd dıagnostıcs/ bıo-markers ın stewardshıp The role of infection control precautions in antimicrobial stewardship | - |
| 6 | Commonly used antimicrobial pharmacodynamic and pharmacodynamic parameters | - |
| 7 | Interactive case studies | - |
| 8 | Midterm | - |
| 9 | National strategies to improve antimicrobial stewardship knowledge and practice | - |
| 10 | Urinary tract infections | - |
| 11 | Skin and soft tissue infections | - |
| 12 | Community-acquired respiratory tract infections | - |
| 13 | Acute Infectious Diarrhea | - |
| 14 | Simulation 1 Scenario Simulation 2 Scenario | - |
| 15 | Discussion: Antimicrobial stewardship in human primary health care | - |
| 16 | Final exam | - |
Sources
| Course Book | 1. Mandell, Douglas, and Bennett's Principles and Practice of Infectious Diseases, John E. Bennett & Raphael Dolin & Martin J. Blaser. 9th Edition. 2019 |
|---|---|
| 2. Antımıcrobıal Stewardshıp From Prıncıples To Practıce. British Society for Antimicrobial Chemotherapy, 2018 | |
| Other Sources | 3. https://openwho.org/courses/AMR-competency |
Evaluation System
| Requirements | Number | Percentage of Grade |
|---|---|---|
| Attendance/Participation | - | - |
| Laboratory | - | - |
| Application | - | - |
| Field Work | - | - |
| Special Course Internship | - | - |
| Quizzes/Studio Critics | - | - |
| Homework Assignments | 1 | 30 |
| Presentation | - | - |
| Project | - | - |
| Report | - | - |
| Seminar | - | - |
| Midterms Exams/Midterms Jury | 1 | 30 |
| Final Exam/Final Jury | 1 | 40 |
| Toplam | 3 | 100 |
| Percentage of Semester Work | 60 |
|---|---|
| Percentage of Final Work | 40 |
| Total | 100 |
Course Category
| Core Courses | X |
|---|---|
| Major Area Courses | |
| Supportive Courses | |
| Media and Managment Skills Courses | |
| Transferable Skill Courses |
The Relation Between Course Learning Competencies and Program Qualifications
| # | Program Qualifications / Competencies | Level of Contribution | ||||
|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | ||
| 1 | Integrates and utilizes the information, skills, and approaches obtained from basic, clinical, and medical sciences, behavioral sciences, and social sciences when offering healthcare services. | X | ||||
| 2 | Offers healthcare services to patients with a biopsychosocial approach where the sociodemographic and sociocultural backgrounds of these individuals are taken into consideration, focusing on the universal human values, ethical principles, and professional duties; without exercising discrimination on the basis of language, religion, race, or sex. | X | ||||
| 3 | Aims to protect, improve, and develop individual and public health when offering healthcare services. | X | ||||
| 4 | Performs the necessary studies in sustaining and improving health, taking into the individual, public, social, and environmental factors to affect it. | X | ||||
| 5 | Trains healthy individuals/ patients, their relatives, and other healthcare workers in healthcare upon determining the features, requirements, and expectations of their target audience. | X | ||||
| 6 | Exercises a safe, rational, and effective approach in the procedures of prevention, diagnosis, treatment, follow-up, and rehabilitation; while offering healthcare services. | X | ||||
| 7 | Implements interventional and/or non-interventional practices in a way that is safe and effective for patients during the procedures of diagnosis, treatment, follow-up, and rehabilitation. | X | ||||
| 8 | Offers healthcare services taking into account the health and safety of patients and employees. | X | ||||
| 9 | Takes the regional and global changes in physical and socioeconomic settings to affect health, as well as the changes in the individual features and behaviors of patients referring to them into account, while offering healthcare. | X | ||||
| 10 | Takes the good medical practices into account while performing their duties. | X | ||||
| 11 | Undertakes the tasks and duties within the framework of their professional ethical rules, as well as their legal rights and duties. | X | ||||
| 12 | Stands for the improvements in the manner in which healthcare services are offered, taking into account the concepts of social reliability and social duty, in an effort to protect and improve individual and public health. | X | ||||
| 13 | Evaluates the effects of health policies and healthcare practices on public health indicators, and, where required, amends their evaluation on the grounds of scientific and social needs; in an effort to help improve the quality of healthcare services. | X | ||||
| 14 | Leads their healthcare team while offering healthcare services, in a participative, and collaborative manner. | X | ||||
| 15 | Establishes positive relationships within their healthcare team; and where needed, easily adapts to various positions among their team. | X | ||||
| 16 | Exercises effective communication with patients, the relatives of patients, healthcare professionals, and groups from other professions, as well as institutions and organizations. | X | ||||
| 17 | Plans and conducts scientific studies on the society to which they serve, and use the results of these, or those from other studies, to benefit the society. | X | ||||
| 18 | Accesses the current literature on their profession, and evaluates them with a critical approach. | X | ||||
| 19 | Chooses the correct sources of learning to improve the healthcare services that they offer, and regulates their own learning process. | X | ||||
| 20 | Demonstrates the skills of obtaining and evaluating new information, integrating newer pieces of information with their current ones, as well as adapting to changing conditions throughout their professional life. | X | ||||
ECTS/Workload Table
| Activities | Number | Duration (Hours) | Total Workload |
|---|---|---|---|
| Course Hours (Including Exam Week: 16 x Total Hours) | 16 | 2 | 32 |
| Laboratory | |||
| Application | |||
| Special Course Internship | |||
| Field Work | |||
| Study Hours Out of Class | 16 | 1 | 16 |
| Presentation/Seminar Prepration | |||
| Project | |||
| Report | |||
| Homework Assignments | 2 | 1 | 2 |
| Quizzes/Studio Critics | |||
| Prepration of Midterm Exams/Midterm Jury | 1 | 4 | 4 |
| Prepration of Final Exams/Final Jury | 1 | 4 | 4 |
| Total Workload | 58 | ||