DILIP NATHWANI

•THE CLINICAL PRACTICE OF AMS

••••• PERSONAL PREFERENCES – BIAS ++++

••

• EVIDENCE TO SUPPORT AMS PRACTICE- DE-ESCALATION – IS IT HARMFUL ?

•

• DOES FLU POCT REDUCE ANTBIOTIC USE ?

• DOES E-LEARNING [ IN HEALTH] COMPARED TO TRADITIONAL LEARNING CHANGE HEALTH CARE PROFESSIOAL BEHAVIOUR OR CLINICAL OUTCOMES?

1

Top 10 most cited JAC PAPER SINCE 2014

BARRIERS

HUMAN RESOURCES

TYPES ON INTERVENTIONS

COLLABORATION

INFLUENCE •

••

DEVELOPING GLOBAL AMS TOOL KIT

••

S P O

Core elements:

1. Senior hospital management leadership towards AMS

2. Accountabilities and responsibilities

3. Available expertise on infection management

4. Education and practical training

5. Other actions aiming at responsible antimicrobial use

6. Monitoring and surveillance (on a continuous basis)

7. Reporting and feedback (on a continuous basis)

2

INFLUENCE

•

•

•

3

Is there any unintendedConsequence of de-escalation ?

Possible unintendedHarm ?

TO EVERY ANTIMICROBIAL TREATMENT DE-ESCALATION

THERE IS THE LIKELIHOOD OF AN INTENDED AND UNINTENDED REACTION

WE NEED TO BE AWARE, MINDFUL, AND BE ABLE TO MEASURE

INFLUENCE

4

MOVING FROM TRADITIONAL APPROACH TO EVIDENCE TO MORE LIVING EVIDENCE AND A LEARNING HEALTH CARE SYSTEM

MOVING FROM TRADITIONAL APPROACH TO EVIDENCE TO MORE LIVING EVIDENCE AND A LEARNING HEALTH CARE SYSTEM

INFLUENCE

•

••

5

DO YOU BELIEVE POCT FOR FLU WILL REDUCE ANTIBIOTIC USE ?

••

6

● eLearning and blended learning allow for the combination of hands-on, skills based training as well as self-directed, knowledge-based learning. Both may:

– Help reduce the costs associated with delivering educational content

– Facilitate the development and scalability of educational interventions

– Break down the geographical and temporal barriers that limit the access to, and availability of, education

– Improve access to relevant experts and novel curricula

– Allow for personalisation of e-learning based on learner behaviour

– Facilitate ‘immersive learning’ through augmented reality and 3D learning environments and ubiquitious learning through mobile learning and cloud learning environments

1. Shorbaji N et al. eLearning for undergraduate health professional education –a systematic review informing a radical transformation of health workforce development. Available from: http://whoeducationguidelines.org/content/elearning-report. Accessed 27 November 2013.

E-LEARNING: ADVANTAGES…. WILL IT MAKE A DIFFERENCE ON PRESCRIBING BEHAVIOUR

•

•