ArticlePharmacy (Basel, Switzerland)2021
A Peer Educational Tool to Promote Antimicrobial Stewardship on a University Campus.
Article in Pharmacy (Basel, Switzerland), 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
3 citing papers in PubMed.
- Health Literacy and Interventions on Antibiotics Use and AMR in Younger Generations in High-Income Countries-A Systematic Review.Antibiotics (Basel, Switzerland) · 2025Review
- Attitudes and practices for antibiotic prescription and antimicrobial resistance among general physicians -Findings from a multi-country survey.PLOS global public health · 2025Article
- Short and Concise Peer-to-Peer Teaching-Example of a Successful Antibiotic Stewardship Intervention to Increase Iv to Po Conversion.Antibiotics (Basel, Switzerland) · 2022Article
Corrections and comments
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Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Antibiotic resistance is a major public health threat. Patient education on the appropriate use of antibiotics is a key component in combating antimicrobial resistance. The purpose of this study was to analyze the utility of an origami fortune teller as a novel peer educational tool in promoting antimicrobial stewardship on a university campus. An origami fortune teller, with various case scenarios to demonstrate key antibiotic principles, was developed and used by peer educators to educate students attending a university wellness fair. The case studies included: antibiotic indications; differentiation between viral vs. bacterial infection; proper use of antibiotics; non-pharmacologic measures to combat infection; and antibiotic resistance. Students were asked to take an assessment pre and post working with the tool. One hundred and forty-three students received education using the novel tool. A significant improvement in the assessment score was observed after education was completed using the novel tool (69.5 vs. 96.6
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Registered trials
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