Working with the future for the future: a peer- led educational intervention on antimicrobial resistance; a quasi-experimental study

Antimicrobial resistance (AMR) is a global threat to public health and development. Failure to address it could return society to a pre-antibiotic era with increased morbidity and mortality. Because human behaviour is crucial to AMR management, interventions modifying knowledge, attitudes, and practices are therefore essential. Modifying health-related behaviours presents a significant challenge, yet it is crucial for public health. Engaging populations during periods of shifting perceptions can address this challenge and ensure the sustainability of interventions. Adolescents and young people attending school represent a key demographic. The primary objective of this study is to evaluate student's awareness, perceptions, and behaviours concerning antimicrobial resistance (AMR) and hygiene, while enhancing and empowering children as agents of change within the community. In this study, students from Allied Health Sciences (AHS) across various disciplines were recruited to serve as peer educators for an evidence-informed educational workshop. A pilot delivery of these activities was conducted among a few students in a school before the final delivery was executed in three schools. Schools following a comparable educational board and curriculum were selected for inclusion in the study. A structured questionnaire was employed to assess the effects before and after the intervention. Statistically significant improvements were observed in participant's knowledge, attitudes, and practices (p < 0.001). Additionally, feedback was collected from participants, teachers, and the school nurse attending the session. By triangulating these findings, a notable immediate improvement was observed in students' knowledge, attitudes, and practices. This study provides evidence that employing multimodal teaching led by peer education is a valid and effective method for delivering health messages. It further underscores the mutual benefits for stakeholders (peer educators and peer learners) by offering a two-way learning opportunity. The benefits extend beyond academic and core scientific learning to include increased confidence as effective health educators and future-ready healthcare professionals.