Crowdsourcing to develop open-access learning resources on antimicrobial resistance

BMC Infectious Diseases

Randall John¹  Jehan Z. Budak²  Dan Wu³  Noah Fongwen³  Eneyi E. Kpokiri³  Jason J. Ong⁴  Joseph D. Tucker⁵  Christina C. Chang⁶ 

[1] Department of Health Policy and Management, Gillings School of Global Public Health, University of North Carolina, Chapel Hill, NC, USA;Department of Medicine, Division of Allergy & Infectious Diseases, University of Washington, Seattle, WA, USA;Faculty of Infectious and Tropical Diseases, London School of Hygiene and Tropical Medicine, Keppel St., Bloomsbury, WC1E 7HT, London, UK;Faculty of Infectious and Tropical Diseases, London School of Hygiene and Tropical Medicine, Keppel St., Bloomsbury, WC1E 7HT, London, UK;Central Clinical School, Monash University, Melbourne, Australia;Faculty of Infectious and Tropical Diseases, London School of Hygiene and Tropical Medicine, Keppel St., Bloomsbury, WC1E 7HT, London, UK;Social Entrepreneurship To Spur Health (SESH), Guangzhou, China;Institute of Global Health and Infectious Diseases, University of North Carolina, Chapel Hill, NC, USA;Partners ID Images, Department of Infectious Diseases, Massachusetts General Hospital, Boston, MA, USA;

关键词: Antimicrobial resistance;    Infectious diseases;    Antimicrobial stewardship;    Medical education;    Curriculum development;    Crowdsourcing;   

DOI  :  10.1186/s12879-021-06628-0

来源: Springer

【 摘 要 】

ObjectivesAntimicrobial resistance (AMR) is a significant threat to global public health. Many medical curricula have limited clinical cases and materials focused on AMR, yet enhanced AMR education and training are needed to support antimicrobial stewardship programmes. We used crowdsourcing methods to develop open-access, learner-centred AMR resources. Crowdsourcing is the process of having a large group, including experts and non-experts, solve a problem and then share solutions with the public.MethodsWe organised a global crowdsourcing contest soliciting AMR-related multiple-choice questions, infographics, and images. First, we convened a diverse steering committee group to finalise a call for entries. Second, we launched the contest and disseminated the call for entries using social media, blog posts, email, and an in-person event. Partner institutions included two digital healthcare platforms: Figure 1® and Ding Xiang Yuan. Both organizations serve as online communities for healthcare specialists and professionals to report and comment on clinical information. At the end of the call, solicited entries were screened for eligibility and judged on merit and relevance to AMR learning and education. Exceptional entries were recognised, awarded prizes, and further reviewed for sharing with the public via open-access platforms.ResultsWe received 59 entries from nine countries. These included 54 multiple-choice questions, four infographics, and one image. Eligible entries (n = 56) were reviewed and assigned a score on a 1–10 scale. Eight entries received mean scores greater than 6.0 and were selected as finalists. The eight finalist entries consisted of three infographics and five multiple-choice questions. They were disseminated through open-access publications and online medical communities. Although we launched a global call, we relied heavily on medical student groups and the entries received were not entirely globally representative.ConclusionsWe demonstrate that crowdsourcing challenge contests can be used to identify infectious disease teaching materials. Medical educators and curriculum developers can adapt this method to solicit additional teaching content for medical students.

【 授权许可】

CC BY