Validity and Reliability of a Questionnaire on Attitudes, Knowledge, and Perceptions of Pharmacy Students Regarding the Training Received on Antibiotics and Antimicrobial Resistance during Their University Studies
Abstract
:1. Introduction
2. Results
2.1. Demographic Characteristics of Participants
2.2. Validation and Reliability of the Questionnaire
2.3. Exploratory Results of Questionnaire Responses
3. Discussion
Questionnaire Development
4. Materials and Methods
4.1. Study Design, Population, and Sample
4.2. Sample Selection
4.3. Questionnaire Design and Validation Method
4.4. Questionnaire Dissemination
4.5. Statistical Analysis
4.6. Ethical and Legal Considerations
5. Conclusions
Supplementary Materials
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
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Year of Study | n | M | SD | Min | Max |
---|---|---|---|---|---|
Second year | 6 | 18.83 | 0.41 | 18 | 19 |
Third year | 9 | 19.56 | 0.53 | 19 | 20 |
Fourth year | 16 | 20.88 | 0.5 | 20 | 22 |
Fifth year | 30 | 23.6 | 4.76 | 21 | 46 |
Total | 61 | 21.82 | 3.81 | 18 | 46 |
Item (Variable) | Cronbach’s Alpha If Item Deleted | Homogeneity Index |
---|---|---|
Item 7: I feel capable of understanding the motivation for the use of antibiotics in the clinical setting | 0.778 | 0.539 |
Item 8: I feel capable of working within the multidisciplinary team dedicated to antibiotic management in hospitals | 0.78 | 0.505 |
Item 9: I feel capable of communicating to patients the needs or limitations of antibiotic use in the clinical setting | 0.772 | 0.611 |
Item 10: I feel capable of effectively communicating within the multidisciplinary team dedicated to antibiotic management in hospitals | 0.791 | 0.393 |
Item 11: I feel capable of using knowledge about common antibiotic resistance mechanisms in pathogens | 0.772 | 0.608 |
Item 12: I feel capable of using knowledge about the epidemiology of bacterial resistance, including local/regional variations | 0.781 | 0.495 |
Item 13: I feel capable of practicing effective infection control and hygiene (to prevent the spread of bacteria) | 0.784 | 0.453 |
Item 14: I feel capable of using knowledge about the negative consequences of antibiotic use (bacterial resistance, toxic or adverse effects, cost, Clostridium difficile infections) | 0.779 | 0.528 |
Item 15: Faculty methodology: lectures with fewer than 15 people | 0.799 | 0.211 |
Item 16: Faculty methodology: small group teaching | 0.797 | 0.24 |
Item 17: Faculty methodology: discussion of clinical cases and vignettes | 0.795 | 0.284 |
Item 18: Faculty methodology: active learning tasks | 0.795 | 0.295 |
Item 20: Faculty methodology: role playing | 0.801 | 0.171 |
Item 21: Faculty methodology: rotation in infectious disease units | 0.794 | 0.303 |
Item 22: Faculty methodology: rotation in microbiology units | 0.802 | 0.186 |
Item 23: Faculty methodology: tutored or semi-tutored teaching | 0.794 | 0.301 |
Item 24: In general, do you think you have received sufficient training in the pharmacy faculty on the use of antibiotics? | 0.791 | 0.49 |
Item 25: Have any of the pharmacy faculty exams included questions about antibiotic treatment? | 0.798 | 0.245 |
Item (Variable) | Correlation Coefficient | p-Value |
---|---|---|
Item 7: I feel capable of understanding the motivation for the use of antibiotics in the clinical setting | 0.628 | <0.01 |
Item 8: I feel capable of working within the multidisciplinary team dedicated to antibiotic management in hospitals | 0.622 | <0.01 |
Item 9: I feel capable of communicating to patients the needs or limitations of antibiotic use in the clinical setting | 0.695 | <0.01 |
Item 10: I feel capable of effectively communicating within the multidisciplinary team dedicated to antibiotic management in hospitals | 0.525 | <0.01 |
Item 11: I feel capable of using knowledge about common antibiotic resistance mechanisms in pathogens | 0.698 | <0.01 |
Item 12: I feel capable of using knowledge about the epidemiology of bacterial resistance, including local/regional variations | 0.604 | <0.01 |
Item 13: I feel capable of practicing effective infection control and hygiene (to prevent the spread of bacteria) | 0.56 | <0.01 |
Item 14: I feel capable of using knowledge about the negative consequences of antibiotic use (bacterial resistance, toxic or adverse effects, cost, Clostridium difficile infections) | 0.617 | <0.01 |
Item 15: Faculty methodology: lectures with fewer than 15 people | 0.311 | 0.02 |
Item 16: Faculty methodology: small group teaching | 0.24 | <0.01 |
Item 17: Faculty methodology: discussion of clinical cases and vignettes | 0.369 | <0.01 |
Item 18: Faculty methodology: active learning tasks | 0.356 | <0.01 |
Item 20: Faculty methodology: role playing | 0.266 | 0.04 |
Item 21: Faculty methodology: rotation in infectious disease units | 0.4 | <0.01 |
Item 22: Faculty methodology: rotation in microbiology units | 0.304 | 0.02 |
Item 23: Faculty methodology: tutored or semi-tutored teaching | 0.38 | <0.01 |
Item 24: In general, do you think you have received sufficient training in the pharmacy faculty on the use of antibiotics? | 0.525 | <0.01 |
Item 25: Have any of the pharmacy faculty exams included questions about antibiotic treatment? | 0.284 | 0.03 |
Item (Variable) | Component | ||||
---|---|---|---|---|---|
1 | 2 | 3 | 4 | 5 | |
Item 21: Faculty methodology: rotation in infectious disease units | 0.73 | 0.55 | |||
Item 22: Faculty methodology: rotation in microbiology units | 0.79 | ||||
Item 23: Faculty methodology: tutored or semi-tutored teaching | 0.46 | 0.63 | |||
Item 15: Faculty methodology: lectures with fewer than 15 people | 0.84 | ||||
Item 16: Faculty methodology: small group teaching | 0.82 | ||||
Item 9: I feel capable of communicating to patients the needs or limitations of antibiotic use in the clinical setting | 0.87 | ||||
Item 13: I feel capable of practicing effective infection control and hygiene (to prevent the spread of bacteria) | 0.83 | ||||
Item 11: I feel capable of using knowledge about common antibiotic resistance mechanisms in pathogens | 0.84 | ||||
Item 7: I feel capable of understanding the motivation for the use of antibiotics in the clinical setting | 0.79 | ||||
Item 14: I feel capable of using knowledge about the negative consequences of antibiotic use (bacterial resistance, toxic or adverse effects, cost, Clostridium difficile infections) | 0.78 | ||||
Item 8: I feel capable of working within the multidisciplinary team dedicated to antibiotic management in hospitals | 0.82 | ||||
Item 24: In general, do you think you have received sufficient training in the pharmacy faculty on the use of antibiotics? | −0.67 | ||||
Item 12: I feel capable of using knowledge about the epidemiology of bacterial resistance, including local/regional variations | 0.73 | ||||
Item 25: Have any of the pharmacy faculty exams included questions about antibiotic treatment? | −0.68 | ||||
Item 18: Faculty methodology: active learning tasks | 0.83 | ||||
Item 10: I feel capable of effectively communicating within the multidisciplinary team dedicated to antibiotic management in hospitals | 0.69 | 0.55 | |||
Item 17: Faculty methodology: discussion of clinical cases and vignettes | 0.8 | ||||
Item 20: Faculty methodology: role playing | 0.83 | ||||
Cronbach’s Alpha | 0.8 | 0.73 | 0.86 | 0.82 | 0.3 |
Cronbach’s Alpha of the total scale | 0.8 |
Item (Variable) | M | SD | Agreement (%) | Neutral (%) | Disagreement (%) |
---|---|---|---|---|---|
Item 7: I feel capable of understanding the motivation for the use of antibiotics in the clinical setting | 6.3 | 2.3 | 53.3 | 41.7 | 5 |
Item 8: I feel capable of working within the multidisciplinary team dedicated to antibiotic management in hospitals | 5 | 2.4 | 27.7 | 55.3 | 17 |
Item 9: I feel capable of communicating to patients the needs or limitations of antibiotic use in the clinical setting | 5.3 | 2.6 | 59.6 | 33.3 | 7 |
Item 10: I feel capable of effectively communicating within the multidisciplinary team dedicated to antibiotic management in hospitals | 6.6 | 2.2 | 36 | 46 | 18 |
Item 11: I feel capable of using knowledge about common antibiotic resistance mechanisms in pathogens | 6.1 | 2.4 | 55.2 | 32.8 | 12.1 |
Item 12: I feel capable of using knowledge about the epidemiology of bacterial resistance, including local/regional variations | 5.2 | 2.4 | 34.5 | 49.1 | 16.4 |
Item 13: I feel capable of practicing effective infection control and hygiene (to prevent the spread of bacteria) | 6.5 | 2.4 | 58.6 | 31 | 10.3 |
Item 14: I feel capable of using knowledge about the negative consequences of antibiotic use (bacterial resistance, toxic or adverse effects, cost, Clostridium difficile infections) | 6.6 | 2.2 | 63.2 | 33.3 | 3.5 |
Item (Variable) | M | SD | Agreement (%) | Neutral (%) | Disagreement (%) |
---|---|---|---|---|---|
Item 15: Faculty methodology: lectures with fewer than 15 people | 0.6 | 0.83 | 21.8 | 16.4 | 61.8 |
Item 16: Faculty methodology: small group teaching | 0.96 | 0.68 | 20.4 | 55.1 | 24.5 |
Item 17: Faculty methodology: discussion of clinical cases and vignettes | 0.91 | 0.83 | 29.6 | 31.5 | 38.9 |
Item 18: Faculty methodology: active learning tasks | 1 | 0.67 | 22.2 | 55.6 | 22.2 |
Item 20: Faculty methodology: role playing | 0.5 | 0.72 | 13 | 24.1 | 63 |
Item 21: Faculty methodology: rotation in infectious disease units | 0.32 | 0.68 | 11.9 | 8.5 | 79.7 |
Item 22: Faculty methodology: rotation in microbiology units | 0.54 | 0.73 | 14 | 26.3 | 59.6 |
Item 23: Faculty methodology: tutored or semi-tutored teaching | 0.37 | 0.7 | 12.3 | 12.3 | 75.4 |
Item 24: In general, do you think you have received sufficient training in the pharmacy faculty on the use of antibiotics? | 0.55 | 0.89 | 26.7 | 1.7 | 71.7 |
Item 25: Have any of the pharmacy faculty exams included questions about antibiotic treatment? | 1.5 | 0.87 | 75 | 0 | 25 |
Item (Variable) | Woman (M ± SD) | Man (M ± SD) | p-Value |
---|---|---|---|
Item 7: I feel capable of understanding the motivation for the use of antibiotics in the clinical setting | 6.30 ± 2.15 | 6.35 ± 2.68 | 0.94 |
Item 8: I feel capable of working within the multidisciplinary team dedicated to antibiotic management in hospitals | 5.07 ± 2.46 | 4.76 ± 2.44 | 0.69 |
Item 9: I feel capable of communicating to patients the needs or limitations of antibiotic use in the clinical setting | 6.57 ± 2.52 | 6.35 ± 2.37 | 0.75 |
Item 10: I feel capable of effectively communicating within the multidisciplinary team dedicated to antibiotic management in hospitals | 5.16 ± 2.58 | 5.58 ± 2.59 | 0.58 |
Item 11: I feel capable of using knowledge about common antibiotic resistance mechanisms in pathogens | 6.11 ± 2.27 | 5.95 ± 2.56 | 0.81 |
Item 12: I feel capable of using knowledge about the epidemiology of bacterial resistance, including local/regional variations | 5.17 ± 2.35 | 5.32 ± 2.50 | 0.83 |
Item 13: I feel capable of practicing effective infection control and hygiene (to prevent the spread of bacteria) | 6.53 ± 2.53 | 6.44 ± 2.28 | 0.91 |
Item 14: I feel capable of using knowledge about the negative consequences of antibiotic use (bacterial resistance, toxic or adverse effects, cost, Clostridium difficile infections) | 6.63 ± 2.24 | 6.63 ± 2.27 | 1 |
Item 15: Faculty methodology: lectures with fewer than 15 people | 0.42 ± 0.76 | 1.00 ± 0.87 | 0.02 |
Item 16: Faculty methodology: small group teaching | 0.84 ± 0.72 | 1.18 ± 0.53 | 0.1 |
Item 17: Faculty methodology: discussion of clinical cases and vignettes | 0.80 ± 0.80 | 0.84 ± 0.72 | 0.2 |
Item 18: Faculty methodology: active learning tasks | 0.87 ± 0.62 | 1.29 ± 0.73 | 0.05 |
Item 20: Faculty methodology: role playing | 0.38 ± 0.68 | 0.76 ± 0.75 | 0.07 |
Item 21: Faculty methodology: rotation in infectious disease units | 0.10 ± 0.44 | 0.79 ± 0.86 | <0.01 |
Item 22: Faculty methodology: rotation in microbiology units | 0.38 ± 0.60 | 0.89 ± 0.90 | 0.04 |
Item 23: Faculty methodology: tutored or semi-tutored teaching | 0.20 ± 0.52 | 0.76 ± 0.90 | 0.02 |
Item 24: In general, do you think you have received sufficient training in the pharmacy faculty on the use of antibiotics? | 0.46 ± 0.84 | 0.74 ± 0.99 | 0.31 |
Item 25: Have any of the pharmacy faculty exams included questions about antibiotic treatment? | 1.46 ± 0.90 | 1.58 ± 0.84 | 0.64 |
Item (Variable) | Age Group in Years | Difference of Means | Standard Error | p-Value | |
---|---|---|---|---|---|
Item 15: Faculty methodology: lectures with fewer than 15 people | ≤20 | 21–23 | −0.35 | 0.26 | 0.54 |
>23 | −0.63 | 0.3 | 0.12 | ||
21–23 | ≤20 | 0.35 | 0.26 | 0.54 | |
>23 | −0.28 | 0.28 | 0.94 | ||
>23 | ≤20 | 0.63 | 0.3 | 0.12 | |
21–23 | 0.28 | 0.28 | 0.94 | ||
Item 16: Faculty methodology: small group teaching | ≤20 | 21–23 | 0.2 | 0.25 | 1 |
>23 | 0.09 | 0.29 | 1 | ||
21–23 | ≤20 | −0.2 | 0.25 | 1 | |
>23 | −0.11 | 0.25 | 1 | ||
>23 | ≤20 | −0.09 | 0.29 | 1 | |
21–23 | 0.11 | 0.25 | 1 | ||
Item 17: Faculty methodology: discussion of clinical cases and vignettes | ≤20 | 21–23 | −0.35 | 0.24 | 0.45 |
>23 | −1.08 | 0.28 | <0.01 | ||
21–23 | ≤20 | 0.35 | 0.24 | 0.45 | |
>23 | −0.74 | 0.26 | 0.02 | ||
>23 | ≤20 | 1.08 | 0.28 | <0.01 | |
21–23 | 0.74 | 0.26 | 0.02 | ||
Item 18: Faculty methodology: active learning tasks | ≤20 | 21–23 | −0.23 | 0.25 | 1 |
>23 | −0.26 | 0.28 | 1 | ||
21–23 | ≤20 | 0.23 | 0.25 | 1 | |
>23 | −0.03 | 0.24 | 1 | ||
>23 | ≤20 | 0.26 | 0.28 | 1 | |
21–23 | 0.03 | 0.24 | 1 | ||
Item 20: Faculty methodology: role playing | ≤20 | 21–23 | −0.14 | 0.21 | 1 |
>23 | −0.83 | 0.25 | 0.01 | ||
21–23 | ≤20 | 0.14 | 0.21 | 1 | |
>23 | −0.7 | 0.23 | 0.01 | ||
>23 | ≤20 | 0.83 | 0.25 | 0.01 | |
21–23 | 0.7 | 0.23 | 0.01 | ||
Item 21: Faculty methodology: rotation in infectious disease units | ≤20 | 21–23 | −0.16 | 0.2 | 1 |
>23 | −0.58 | 0.24 | 0.06 | ||
21–23 | ≤20 | 0.16 | 0.2 | 1 | |
>23 | −0.42 | 0.22 | 0.19 | ||
>23 | ≤20 | 0.58 | 0.24 | 0.06 | |
21–23 | 0.42 | 0.22 | 0.19 | ||
Item 22: Faculty methodology: rotation in microbiology units | ≤20 | 21–23 | 0.13 | 0.23 | 1 |
>23 | −0.21 | 0.27 | 1 | ||
21–23 | ≤20 | −0.13 | 0.23 | 1 | |
>23 | −0.34 | 0.25 | 0.52 | ||
>23 | ≤20 | 0.21 | 0.27 | 1 | |
21–23 | 0.34 | 0.25 | 0.52 | ||
Item 23: Faculty methodology: tutored or semi-tutored teaching | ≤20 | 21–23 | −0.41 | 0.21 | 0.17 |
>23 | −0.53 | 0.26 | 0.14 | ||
21–23 | ≤20 | 0.41 | 0.21 | 0.17 | |
>23 | −0.12 | 0.23 | 1 | ||
>23 | ≤20 | 0.53 | 0.26 | 0.14 | |
21–23 | 0.12 | 0.23 | 1 |
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Otero-Batán, P.; Lens-Perol, G.; Vázquez-Cancela, O.; Salgado-Barreira, A.; Vazquez-Lago, J.M. Validity and Reliability of a Questionnaire on Attitudes, Knowledge, and Perceptions of Pharmacy Students Regarding the Training Received on Antibiotics and Antimicrobial Resistance during Their University Studies. Antibiotics 2024, 13, 811. https://doi.org/10.3390/antibiotics13090811
Otero-Batán P, Lens-Perol G, Vázquez-Cancela O, Salgado-Barreira A, Vazquez-Lago JM. Validity and Reliability of a Questionnaire on Attitudes, Knowledge, and Perceptions of Pharmacy Students Regarding the Training Received on Antibiotics and Antimicrobial Resistance during Their University Studies. Antibiotics. 2024; 13(9):811. https://doi.org/10.3390/antibiotics13090811
Chicago/Turabian StyleOtero-Batán, Patricia, Guillermo Lens-Perol, Olalla Vázquez-Cancela, Angel Salgado-Barreira, and Juan Manuel Vazquez-Lago. 2024. "Validity and Reliability of a Questionnaire on Attitudes, Knowledge, and Perceptions of Pharmacy Students Regarding the Training Received on Antibiotics and Antimicrobial Resistance during Their University Studies" Antibiotics 13, no. 9: 811. https://doi.org/10.3390/antibiotics13090811