ArticleJAC-antimicrobial resistance2026
Online education resources for antimicrobial stewardship in Ethiopia: an educational resource review.
Article in JAC-antimicrobial resistance, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
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Corrections and comments
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Authors and funding
10 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Background: Antimicrobial stewardship (AMS) in Ethiopia requires practical and scalable educational resources that can support healthcare workers in resource-limited settings. Online resources may help strengthen stewardship knowledge and implementation, but their value depends on accessibility, contextual relevance and practical utility. Objectives: To identify and appraise online AMS educational resources relevant to Ethiopia and to assess their potential contribution to AMS education and implementation. Methods: We conducted a targeted education resource review of six publicly accessible online AMS resources. Targeted searches combined antimicrobial stewardship (AMS) and antimicrobial resistance (AMR) education terms with Ethiopia, low- and middle-income country settings, toolkit, training, online course, massive open online course (MOOC), OpenWHO, FutureLearn, CDC, BSAC and WHO. Resources were evaluated for accessibility, educational design, contextual appropriateness, implementation utility and complementarity. Results: The Ethiopian national practical guide had the strongest implementation relevance because of its close alignment with local stewardship priorities and facility-level needs. WHO- and course-based resources added structured learning and broader programmatic support. Across resources, common limitations included dependence on internet connectivity, limited offline usability and insufficient locally contextualized case-based learning. Conclusions: The included resources offer complementary value for AMS education in Ethiopia, but no single resource is sufficient on its own. A blended, context-adapted approach that integrates national guidance with selected online educational resources is likely to provide the greatest educational and system-level benefit.
Identifiers
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.