ArticleFrontiers in veterinary science2026
Knowledge and attitudes toward antimicrobial use, resistance, and stewardship among final-year veterinary students: a multinational cross-sectional survey.
Article in Frontiers in veterinary science, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
Introduction: This study assessed final-year veterinary students' knowledge and attitudes regarding antimicrobial use (AMU), antimicrobial stewardship (AMS), and antimicrobial resistance (AMR). Methods: Students were invited to complete an online semi-structured questionnaire. A total of 907 participants from 7 countries and 43 veterinary educational establishments (VEEs) completed the questionnaire. Data were analysed using descriptive and inferential statistics. The total knowledge and attitude scores for each student were calculated, and a general average was obtained. Results: AMR was mostly taught as an addendum under the core subjects of microbiology and pharmacology. Students exhibited low AMS knowledge scores (mean score 32.1 ± 22.7), but higher scores for positive attitudes towards reducing AMR (64.2 ± 25.2). Only 6.6% could name at least one national regulation guiding AMU in their countries, while 30-50% of the students knew that antibiotics were inappropriate for various viral infections. About 42% considered it acceptable to use antimicrobials for growth promotion and prophylaxis. Students exhibited positive attitudes towards using antimicrobial susceptibility testing, and 50.1% considered improved veterinary education very important for reducing AMR. Multivariate analyses determined that students' countries of origin were significantly associated with their knowledge and attitudes; for example, Nigerian students were more likely to have good knowledge than Egyptian students, (aOR: 2.372, 95% CI:1.085 - 5.551), while Indian students were less likely (aOR: 0.144, 95% CI: 0.063 - 0.343). Discussion: Greater curricula emphasis should be placed on national and international AMS guidelines. Concepts related to AMR and AMS may be better retained if taught as a standalone module. Further studies should be conducted across countries where students have greater knowledge to evaluate curricula and potentially highlight replicable models for the inclusion of AMR and AMS.
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