Rolling back antimicrobial resistance 💊
Training Roll Back AMR Club Members in Dodoma (Tanzania)
Objective
The primary goal of our training was to educate 90 Roll Back AMR school club members across three schools in Dodoma, Tanzania, on fundamental concepts of antimicrobial resistance (AMR) and effective preventive measures.
Introduction
The training commenced with an introduction to AMR. The facilitators from the RBA Initiative provided a comprehensive overview of what AMR is, its causes and its implications for global health. The students learned how the misuse and overuse of antibiotics can lead to resistant bacteria that are difficult to treat.
Interactive Learning
To make the training engaging and interactive, the facilitators incorporated various educational tools:
AMR Puzzle Games: These games were designed to simplify complex concepts about AMR and enhance understanding through visual and interactive learning. The puzzle games helped the students grasp the core ideas of AMR and made the learning process enjoyable.
Group Discussions: Participants were divided into small groups to discuss AMR-related scenarios and brainstorm preventive measures. This encouraged collaborative learning and allowed students to voice their ideas and concerns.
Questions and Answers Sessions: These sessions allowed club members (students) to clarify their doubts and reinforce their knowledge. The facilitators addressed questions effectively, ensuring that all participants had a clear understanding of the topics covered.
Additionally, the club guardians (school teachers) of the Roll Back AMR Clubs had a unique opportunity to engage with students beyond the confines of formal classroom lessons. This initiative allowed them to connect with students in a dynamic and interactive setting where they can explore new concepts through both structured educational content and informal methods, such as engaging in AMR games and group discussions. This approach not only enhanced the students' understanding and retention of important topics like AMR but also built their confidence and fostered a stronger, more professional relationship.
Cultural Exchange
In addition to AMR education, the training included a cultural component. The club members were introduced to some Welsh terminologies. This aspect of the training aimed to build a bond with students in Wales fostering future communication and collaboration. Learning these terms not only enriched the students’ linguistic skills but also promoted a sense of global community and cultural awareness on matters related to AMR and other learning aspects.
Expected Outcomes
Enhances Knowledge: The use of interactive tools like puzzles and group discussions makes the learning process effective and memorable.
Increases Engagement: The incorporation of games and interactive sessions keeps the students engaged and motivated. The AMR puzzle games, in particular, are well-received and contribute to a more dynamic learning environment.
Cultural Enrichment: Exposure to Welsh terminologies adds a unique dimension to the training, fostering international connections and cultural appreciation among the students.
Conclusion
The Roll Back AMR training program in Dodoma successfully continues to equip school children (students) with essential knowledge about antimicrobial resistance and its prevention. The use of interactive and engaging methods, coupled with cultural elements, creates a positive and impactful learning experience. This initiative not only addresses a critical global health issue but also lays the foundation for future cross-cultural interactions between Tanzanian students and their peers in Wales.
Find out more about our collaboration with the Superbugs initiative on our “Learning Together” page.
