It is well known that microorganisms can cause rapidly transmitted and lethal diseases, as we have experienced during the recent pandemic caused by the SARS-CoV virus. The identification of penicillin by Alexander Fleming in 1928 represented a pivotal moment in the field of medicine, leading to the preservation of millions of lives in the subsequent years. However, about 50 years after they were discovered, antibiotics began to be less effective because many bacteria started to develop resistance to them. It is estimated that approximately 700,000 people die each year from infections caused by antibiotic-resistant microorganisms. Several factors have contributed to the rise of this resistance, such as the irresponsible use of antibiotics (self-medication or interruption of antibiotic treatments), overprescription, slow development of new antibiotics, etc. [1]. Misinformation about the responsible use of antibiotics is a key factor worsening the problem of antibiotic resistance. The lack of information is not only evident in the adult population but is also a problem observed among students. Many studies have demonstrated that students present numerous misconceptions about microorganisms and the use of antibiotics [2]. Therefore, the development of new resources and innovative educational strategies aimed at raising awareness about the responsible use of antibiotics is essential. In this regard, flipped learning, along with the use of Information and Communication Technologies (ICT), is demonstrating its immense potential in enhancing the teaching-learning process.

The present work provides an innovative teaching strategy based on the flipped learning methodology through the participation in scientific conferences. For this purpose, fourth-year Biology students at the University of Granada (Spain) participated in the creation and presentation of scientific posters explaining the problem of antibiotic resistance and possible alternatives and solutions. The students completed a survey before and after developing the educational resource, with the aim of assessing their prior knowledge of microbial resistance and the effectiveness of the resource used. The results obtained demonstrated the great utility of the proposed methodology, as it considerably improved the percentage of correct responses on antimicrobial resistance. The present study demonstrated the immense potential of scientific conferences as a highly beneficial new teaching methodology.

Acknowledgement:
The present work was funded by “Ayudas para la realización de Proyectos de Innovación Docente (PID)” from the “Vicerrectorado de Calidad, Innovación Docente y Estudios de Grado” (University of Granada)

References:
[1] Ventola CL. The antibiotic resistance crisis: part 1: causes and threats. Pharm, Therapeut. 2015. 40(4):277-83.
[2] Huang Y, Gu J, Zhang M, Ren Z, Yang W, Chen Y, Fu Y, Chen X, Cals JW, Zhang F. Knowledge, attitude and practice of antibiotics: a questionnaire study among 2500 Chinese students. BMC Med Educ. 2013. 9;13:163. doi: 10.1186/1472-6920-13-163.

Keywords: Congress, Conference, Innovative, Teaching, Antibiotic resistance.