2.2. Views about Peer Education
2.3. Facilitators of Peer Education
2.4. Barriers to Peer Education
2.5. Behavioural Change and Impact
2.6. Improvements to PE
Strengths and Limitations
4. Materials and Methods
4.1. Study Design
4.3. University Student, School Student and Teacher Recruitment
4.4. Peer Education Intervention
4.6. Ethical Considerations
Conflicts of Interest
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|Lesson Component/Barrier||Suggested Improvements from Students and Teachers||Implications/Rationale|
|Difficulty of lesson too basic for some biology students||The lesson activities for biology students should go into greater depth to match their abilities.||Biology curricula for A-Level students includes more in-depth information, therefore this will align with the curriculum and add to students’ knowledge.|
|PowerPoint activity perceived to be boring||Replace PowerPoint with the e-Bug YouTube animations showing bacteria developing and spreading antibiotic resistance.||More interactive visual demonstrations will be engaging for students and may help with knowledge gain and understanding.|
|Antibiotic resistance PowerPoint presentation not relevant to students||Presentation could include information on real-life case studies and impact of AMR to increase motivation to self-care and reduce antibiotic use.||Students will be better able to understand the impact of AMR in the real world and will put this into context that AMR is an issue that affects us, but there are ways that we can self-care to help reduce the spread of antibiotic resistance.|
|Activity 1. Although fun, demonstration of AMR using balloons too simple for some||For biology students, include greater detail on how antibiotic resistance can be passed on to different bacteria, and how resistant bacteria can replicate.||To match A-Level curriculum, and enhance learning by university PEds.|
|Activity 2a. Scenarios involving young people, self-care and antibiotics could be improved||Encourage role-play during scenarios so that students can actively get involved.||Role-play is interactive and encourages students attending the lesson to actively play a part, therefore may help in knowledge acquisition and retention, both in participants and PEds.|
|Activity 2b. Antibiotics Right or Wrong||Use e-Bug debate kit scenarios to discuss antibiotics and their use, would be a useful alternative activity.||Debate kit activities may be suitable as it encourages discussion between peers, and allows peers to argue different standpoints regarding AMR.|
|Self-Care TARGET Respiratory Tract Infection antibiotic leaflet not covered sufficiently||Increase time during the lesson to discuss the leaflet.||If the leaflet is discussed during lesson time students will be able to give their feedback on it, suggest improvements and discuss how they plan to introduce it to their families.|
|Participants misbehaviour||Greater training of PEds or supervision of lessons by teachers, but lack of teacher time.||Greater training in or out of school hours, by university PEds.|
Teacher supervision of PE until PEds are very confident.
Single tier PE by university students to all 16–18 year olds.
|Administration for evaluation reduced the available time for the lesson activities||Undertake outside the actual PE lesson.||Gain student consent for any formal evaluation outside the lesson.|
Deliver questionnaires at a separate lesson or electronically.
|School governors and therefore teachers not motivated to include PE on antibiotics||Include in National Curriculum.||Approach school via school governors, until included in National Curriculum.|
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