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<p>The World Health Organisation’s Global Action Plan (GAP) on antimicrobial resistance (AMR) emphasises the need for awareness, education, and training of health workers. Globally, there are major gaps in AMR awareness and knowledge among pre-service healthcare professionals. This study evaluated the inclusion of AMR content in pre-service pharmacy curricula across five sub-Saharan African universities.</p><p>This study was part of the award winning One Health Pan-African Internship Program 2020–2021, hosted by the Ducit Blue Foundation in collaboration with the African Regional Office of the International Pharmaceutical Students Federation (IPSF AfRO). Five universities were included based on their students’ participation in the internship programme. The pre-service pharmacy curricula of the universities were evaluated against the WHO AMR training competency framework, followed by inductive thematic analysis, using Microsoft Excel.</p><p>Results showed limited progress in the inclusion of AMR content in the pre-service curricula. Though some AMR-related topics were present, they were obscured within other subjects. Those topics included were not well aligned with antimicrobial stewardship (AMS) objectives of the AMR Global Action Plan.</p><p>There are still major gaps in AMR inclusion in pre-service curricula, which may contribute to the poor AMR outcomes seen in sub-Saharan Africa. Feasibility studies are recommended to assess the costs of designing, upgrading, and implementing new curricula. Training and capacity building for pharmacy lecturers and educators are also needed to update their knowledge on current advances in AMR research. Finally, the integration strategy for implementing the curriculum should include both short-term and long-term plans, with regular monitoring and evaluation to ensure that key AMS goals are embedded at the pre-service level.</p>

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Assessing antimicrobial resistance inclusion in pre-service pharmacy training curricula of five selected sub-Saharan African universities: challenges and opportunities

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年3月23日

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  • Love Omoniyei,
  • Abdulmumin Damilola,
  • Janice Odhiambo,
  • Udombana Nsongurua,
  • Yusuf Babatunde,
  • Asiadze Susanna Mawufemor,
  • Joy Francis,
  • Saleem Ismail,
  • Omolayo Awolola,
  • Hafeez Hamza,
  • Samuel Akpan,
  • Ayodele O. Majekodunmi,
  • Estelle Mbadiwe

摘要

The World Health Organisation’s Global Action Plan (GAP) on antimicrobial resistance (AMR) emphasises the need for awareness, education, and training of health workers. Globally, there are major gaps in AMR awareness and knowledge among pre-service healthcare professionals. This study evaluated the inclusion of AMR content in pre-service pharmacy curricula across five sub-Saharan African universities.

This study was part of the award winning One Health Pan-African Internship Program 2020–2021, hosted by the Ducit Blue Foundation in collaboration with the African Regional Office of the International Pharmaceutical Students Federation (IPSF AfRO). Five universities were included based on their students’ participation in the internship programme. The pre-service pharmacy curricula of the universities were evaluated against the WHO AMR training competency framework, followed by inductive thematic analysis, using Microsoft Excel.

Results showed limited progress in the inclusion of AMR content in the pre-service curricula. Though some AMR-related topics were present, they were obscured within other subjects. Those topics included were not well aligned with antimicrobial stewardship (AMS) objectives of the AMR Global Action Plan.

There are still major gaps in AMR inclusion in pre-service curricula, which may contribute to the poor AMR outcomes seen in sub-Saharan Africa. Feasibility studies are recommended to assess the costs of designing, upgrading, and implementing new curricula. Training and capacity building for pharmacy lecturers and educators are also needed to update their knowledge on current advances in AMR research. Finally, the integration strategy for implementing the curriculum should include both short-term and long-term plans, with regular monitoring and evaluation to ensure that key AMS goals are embedded at the pre-service level.