Impact of the ´Alforja Educativa' on Ecuadorian schoolchildren's knowledge of bacteria, antibiotics, and antibiotic resistance, a pretest-posttest study

• Published in: BMC public health Vol. 24; no. 1; p. 844
• Main Authors: Célleri-Gomezcoello, Ambar, Avila, Caroline, Alessio, Silvina, Hanson, Celina M, Ochoa, Andrea, Mora, Miriann, Arciniegas, Liliana, Holloway, Bronwen, Pränting, Maria, Encalada, Daniela
• Format: Journal Article
• Language: English
• Published: England BioMed Central Ltd 18.03.2024; BioMed Central; BMC
• Subjects: Analysis; Anti-Bacterial Agents - pharmacology; Anti-Bacterial Agents - therapeutic use; Antibiotic resistance; Antibiotics; Antimicrobial resistance; Bacteria; Bacterial infections; Child; Children & youth; Colleges & universities; Curricula; Data collection; Dosage and administration; Drug resistance; Drug resistance in microorganisms; Drug Resistance, Microbial; Ecuador; Education; Elementary school students; Health aspects; Health Knowledge, Attitudes, Practice; Humans; Knowledge; Learning; Medical students; Microbial world; Microbiome; Microorganisms; One health; Prevention; Questions; Risk factors; Schools; Self-care, Health; Social aspects; Surveys and Questionnaires; University students; Ecuador; One health; Antibiotics; Education; Antibiotic resistance; Bacteria; Antimicrobial resistance; Microbial world; Microbiome
• ISSN: 1471-2458; 1471-2458
• DOI: 10.1186/s12889-024-18340-0

Widespread use of antibiotics disrupts the balance in the microbial world and promotes development and spread of antibiotic resistant bacteria. Educational initiatives are important as part of strategies to mitigate antibiotic resistance. The Alforja Educativa is an innovative educational program developed in Ecuador with the aim to teach schoolchildren about antibiotic use and antibiotic resistance. The program places antibiotic resistance within a broader frame of health, well-being, and ecological awareness, highlighting the importance to maintain balance in the microbial world. The objective of this study was to evaluate the effect of the Alforja Educativa on knowledge about bacteria, antibiotics and antibiotic resistance amongst fifth and sixth grade Ecuadorian schoolchildren. This pretest-posttest intervention study was conducted between April and June 2017 and comprised fifth and sixth grade schoolchildren from 20 schools in Cuenca, Ecuador, recruited by purposeful sampling. The Alforja Educativa was implemented over twelve 80-minute sessions by trained university students. Schoolchildren's knowledge was assessed before and after participation in the educational program using a structured questionnaire. A mean total score, the proportion of correct responses for each individual knowledge-based question, as well as correct responses for each of the multiple-choice options of the knowledge-based questions were calculated for the pretest and posttest. A total of 1,257 schoolchildren participated in the Alforja Educativa program, of which 980 (78%) completed both the pretest and posttest. Overall, the mean total knowledge score increased from pretest to posttest (2.58/7.00 vs. 3.85/7.00; CI = 0.5, p < 0.001). After participation in the program, the proportion of schoolchildren that correctly identified that bacteria can be both good and bad increased from 35.0 to 84.3%. In addition, scores increased for correctly identifying the meaning of antibiotic resistance (37.4-72.0%); how to prevent antibiotic resistance (63.2-74.6%); and for identifying the meaning of self-medication (46.3-54.3%). The Alforja Educativa was effective in improving the knowledge of participating schoolchildren about concepts related to bacteria, antibiotics and antibiotic resistance. The holistic perspective taken to explain the complex relationship between humans and bacteria, as well as the effect of antibiotics on the microbial world, may help provide a foundation for more sustainable antibiotic use.