Saving student interaction by saving the Starks

Abstract

The pharmacology of antibacterials can be a tricky topic to lecture to students at any level. The cohort that we have is comprised of first-year medical students in their second semester, and teaching antibacterials at this point can be quite a challenge. The students have little exposure to biomedical science modules such as microbiology in their first semester, meaning that they have not yet built adequate foundational knowledge to understand the mechanisms of antibacterial drugs. A proper understanding of antimicrobial mechanisms and resistance is crucial from early on in a medical student’s education, to circumvent gaps in knowledge and lack of confidence observed with prescription of antibiotics. In a large-group class where face-to-face interaction is possible, I perform continuous diagnostic assessment to test prior knowledge and to assess understanding of newly introduced concepts, thereby consolidating acquired knowledge. This is usually done by presenting case studies or by asking short probing questions, which allows for the visual assessment of student comprehension and for provision of ‘on-the-spot’ remediation measures. The loss of face-to-face contact sessions meant the absence of the initial visual diagnostic assessment, and limited the opportunities to consolidate acquired knowledge in real time.