Understanding antimicrobial resistance education among medical and?veterinary students in Norway: a cross-sectional survey.

Background: Antimicrobial resistance (AMR) poses a global health threat requiring effective education for future prescribers. Despite its urgency, there is limited evidence about how future prescribers are educated to mitigate AMR. Objectives: To investigate associations between AMR knowledge and (i) preferred teaching methods, (ii) self-reported competency, and (iii) recall of AMR-related curricular content among Norwegian medical and veterinary students. Methods: A cross-sectional survey of 110 students (61 medical, 49 veterinary) from two Norwegian universities assessed knowledge, preferred teaching methods, self-reported competency and self-reported curricular coverage. Bivariate analyses and multivariable linear regression identified associations with knowledge. Results: Formal lectures, guidelines, lab-based teaching and bedside teaching were the most preferred learning methods. Students reported that lab-based teaching had contributed to their learning about AMR, scoring higher on AMR knowledge (β = 0.89, Conclusions: The findings highlight a disconnect, where confidence does not equate to knowledge, and exposure to the curriculum alone is insufficient to ensure clinical competence. AMR knowledge is associated with perceptions about lab-based learning, and misplaced confidence in specific skills. Antifungal-related topics require more attention in curricula.