Genesis of Antibiotic Resistance (AR) LXIII: Effective Mitigation of “Antibiotic Resistance Pandemic (ARP)” by a Multifaceted Didactic Practices on AR. A n Inclusive Universal Stratagem

Abstract

The objective of this communication is to present a universal model for disseminating awareness on AR across the globe at every stratum of the socioeconomic spectrum by increasing the knowledge gap. The resources on AR available and easily accessible at https://www.cdc.gov/drugresistance/index.html. The inspiration for this comprehension emanated during the “Stay Home” period of the Covid19 pandemic in 04/20. During this period one of the authors participated in the following classes of the “PEP” at HGSE. namely: Teaching Students to Ask Their Own Questions; Learning to Talk by Talking, We have mapped a pathway for the successful enrichment of concepts by i. Keep an update by implementing “Thinking Maps and engagement structures regularly”; ii. the norms or patterns around asking questions in your setting, what role do questions play in your own teaching practice or setting?, iii. engage the participant in conversations that cultivates relationships for achieving the objective of mitigating the ARP. The key components of the future classroom would be a. Inquiry-based learning, b. stop rushing to get the “right answer”, c. a general focus on self-regulation & ‘mind-up’ skills, d. pre-assessments would be the most effective way to determine a student's knowledge, e. Perhaps something as simple as an entrance ticket or a dipstick to gauge content-area knowledge. f. If I do not know where my students are at with their knowledge, it would not be fair to either completely blindside them with too much new information; or teach them things they already know. Knowing where we are right now, helps a great deal to plan and direct the future journey; g. a shift from “instructor” to facilitator; place greater emphasis on listening to the child's interest and engaging in contingent response; h. “circle time” from a teaching perspective and within a classroom, but also extending to a one-to-one situation,to provide specific instructions related to the content in-practice, rather than vocabulary per se. i. As such, plan and bring to the table essential, content-rich features, for example materials, tangible resources with the aim to actively build the concepts on AR and ARP measures with appropriate instruction, and guidance required for enriching the knowledge base; j. Expose the participants to environments that provide research opportunities for them to further enquire about the topic/concept and build on what has already been acquired; k. build schemas and the foundational framework that underpins the concept; l. allow the participant so present their opinion on how and what specific changes would they change from the current methods and how would the world benefit from AR and ARP; m. minimize the knowledge gap vs vocabulary gap; n. as a facilitator of the program makes an effort to invoke, sustains attention to the details on smooth skills or people skills easing a smooth transition to the next train of through/s and idea/s; o. accommodate the mistakes with friendly learning space to scaffold that responsibility for students?. Taken together, a review of the aforesaid practice contextual of the region and resources would truly empower the stakeholder to mitigate the ARP.