Undergraduate Training Programs Research Articles

Topological Anderson insulator in two-dimensional non-Hermitian systems**Project supported by the National Basic Research Program of China (Grant No. 2019YFA0308403), the National Natural Science Foundation of China (Grant No. 11822407), Undergraduate Training Program for Innovation and Entrepreneurship, Soochow University (Grant No. 201810285022Z), and a Project Funded by the Priority Academic Program Development of Jiangsu Higher Education Institutions, China.

We study the disorder-induced phase transition in two-dimensional non-Hermitian systems. First, the applicability of the noncommutative geometric method (NGM) in non-Hermitian systems is examined. By calculating the Chern number of two different systems (a square sample and a cylindrical one), the numerical results calculated by NGM are compared with the analytical one, and the phase boundary obtained by NGM is found to be in good agreement with the theoretical prediction. Then, we use NGM to investigate the evolution of the Chern number in non-Hermitian samples with the disorder effect. For the square sample, the stability of the non-Hermitian Chern insulator under disorder is confirmed. Significantly, we obtain a nontrivial topological phase induced by disorder. This phase is understood as the topological Anderson insulator in non-Hermitian systems. Finally, the disordered phase transition in the cylindrical sample is also investigated. The clean non-Hermitian cylindrical sample has three phases, and such samples show more phase transitions by varying the disorder strength: (1) the normal insulator phase to the gapless phase, (2) the normal insulator phase to the topological Anderson insulator phase, and (3) the gapless phase to the topological Anderson insulator phase.

Evaluation of the Second Edition of Entering Research: A Customizable Curriculum for Apprentice-Style Undergraduate and Graduate Research Training Programs and Courses.

The second edition of Entering Research (ER) is a collection of customizable active-learning activities, resources, and assessment and evaluation tools for use in undergraduate and graduate research training programs and courses. Results from two design and development research studies examining the effectiveness of the second edition of the ER curriculum and a 2-day ER facilitator training workshop are reported. Pilot testing of the second edition of the curriculum at 20 sites across the country (42 unique implementations) with 78 facilitators and 565 undergraduate and graduate research trainees provides evidence that the ER activities are clear and complete and that they were effective in helping trainees gain knowledge or improve their ability to do research. Overall, research training program directors and trainees were satisfied with courses and workshops that incorporated activities from ER. Likewise, evaluation data from four ER facilitator training workshops showed that participants valued the workshop and reported significant gains in confidence in their ability to successfully develop and implement a custom ER curriculum. Together, these results provide evidence that the ER curriculum and training workshop warrant further efficacy, effectiveness, and scale-up research.

The teaching of removable partial dentures in dental schools in Oceania

ObjectivesTo examine the current arrangements and trends in the teaching of removable partial dentures (RPDs) in dental schools in Oceania. MethodsA validated and trialled 30-item electronic survey was sent via e-mail to 12 dental schools in Oceania that offered undergraduate dentistry. The survey explored various aspects of the teaching of RPDs in preclinical and clinical courses including: educational content and process, staff members involved, facilities and techniques utilized, clinical requirements, coursework evaluation and perceived challenges to RPD teaching. ResultsThe response rate of the survey was 75 % (n = 9). All respondent schools taught a preclinical course in RPD design and production, with the majority (67 %) starting the clinical provision of RPD patients in Year 3. The mean duration of the course was 63 h for hands-on activities and 23 h for didactic teaching. The courses were mainly taught by senior lecturers. On average, students made four units of acrylic RPD and two cobalt-chromium RPDs during the course. All respondent schools taught prescription writing for RPD. The majority of schools (n = 8) stated that they had an adequate patient pool for students to treat. Lack of adequately trained staff for teaching and pressure on teaching time from other sources were the most commonly reported challenges. ConclusionThe structure and content of RPD courses in dental schools of Oceania provide an adequate level of competence on the subject, and is broadly similar to other parts of the world. Plans should be in place to maintain and improve the quality of educational programmes to keep pace with growing student numbers and the rapidly evolving profession. Clinical significanceWith increasing numbers of patients presenting to general dental practitioners requiring complex RPDs, it is paramount that undergraduate training programs produce graduates with the competencies necessary to care for such patients to a high standard.

Microbiology capacity building in the Asia-Pacific region

Microbiology capacity is limited in low-middle income countries in the Asia Pacific with insufficient laboratories to meet the needs of the population. Diagnostic capacity is limited with shortages in skilled scientists, pathologists, functional equipment, weak procurement systems and substandard facility infrastructure. Laboratories are underutilised with low specimen numbers, often of low quality. High rates of antimicrobial resistance is in part related to diagnostic uncertainty and resultant inappropriate antimicrobial therapy. There is a need to strengthen microbiology capacity for improved patient care, surveillance and global health security. Capacity strengthening requires recognition of the importance of microbiology across all levels of health care. Development of skilled scientists is best served by standardised undergraduate training programs, with specialist postgraduate training in microbiology. Mentoring is a successful method for improving knowledge and allows for development of essential relationships that are necessary to effect change. Implementation of contextually appropriate standard operating procedures, international standards for susceptibility testing, quality control and external quality assurance are required. Mass clinician understanding is necessary for pre and postanalytical quality. Systematic collection of quality specimens is essential for development of national and regional surveillance systems. Increased donor support, including provision to purchase and maintain essential equipment and consumables, is required.

Knowledge, Attitude, and Practices Regarding Maxillofacial Defects and their Prosthetic Rehabilitation among Dental Undergraduate Students in Belagavi District- A Cross-sectional Study

Introduction: Maxillofacial defects are facial disfigurements resulting from congenital abnormalities, surgical resection of tumours, trauma, or a combination of these. The resulting deformity often leads to a difficult path of recovery with lifelong consequences, causing both physical disability and mental distress. Prosthetic rehabilitation is not only a solution to cover the physical deficit, but also a way to improve function as well as the quality of life for such patients. However, the knowledge amongst undergraduate dental health professionals about the same has been at sparse. Aim: To evaluate the knowledge, attitude, and practices regarding maxillofacial defects and their prosthetic rehabilitation amongst dental undergraduate students. Materials and Methods: A cross-sectional survey was conducted between January 2020 and June 2020, amidst the third year, fourth year undergraduate students, and interns of Belagavi city, Karnataka, India. The data was collected using a 16-item custom designed proforma, comprising of questions evaluating student’s basic knowledge about the diagnosis, treatment procedures, and treatment planning of maxillofacial defects and their prosthetic rehabilitation. Statistical analysis was done using Chi-square test in each group, using SPSS version 22 p-value <0.05 to be considered significant. Results: A total of 286 participants answered the questionnaire, of which 117 (40.9%) were interns, 116 (40.6%) were third year students, and 53 (18.5%) were fourth year students. 279 (97.6%) participants had an understanding regarding maxillofacial defects. Of those who had witnessed cases, only 18.2% had observed more than three cases (p-value <0.001). Out of respondents with treatment understanding, 184 (64.3%) answered that it required a multidisciplinary approach (p-value <0.001). 197 (68.9%) of the respondents felt that silicone was the most commonly used material (p<0.003). 165 (57.7%) answered that waxes were the most commonly used impression material (p-value <0.001). Out of the respondents awared about treatment modalities, 120 (42%) respondents majority answered that CAD-CAM would contribute the most to maxillofacial rehabilitation. Conclusion: Comprehensive understanding and clinical application of prosthodontic rehabilitation of maxillofacial defects among undergraduate students was found to be lacking. This awareness should be initiated at an early stage of the clinical training for undergraduate training programme, as it will help to understand the basic aspects involved in the prosthodontic rehabilitation of maxillofacial defects.

The Transition from Quantity to Quality: The Exploration and Reform on the International Training Scheme for Top Chemistry Undergraduate Students at the Stage of “Top-notch Undergraduate Training Program 2.0”

The Transition from Quantity to Quality: The Exploration and Reform on the International Training Scheme for Top Chemistry Undergraduate Students at the Stage of “Top-notch Undergraduate Training Program 2.0”

REALITY OF ASSESSING GROUP WORK SKILLS IN CDIO-BASED TRAINING PROGRAMS

Courses in the undergraduate Information Technology CDIO-based training program are usually designed to integrate at least one kind of soft skills. In fact, teamwork is one of the skills that has been most applied by lecturers. However, lecturers often find it very difficult to assess learners fairly, objectively and comprehensively when applying this method while they are well aware of the fact that assessment is a particularly important stage and has a strong impact on both learners’ learning results and the quality of a training program. The paper presents the facts and recommends solutions to assessing learners through their teamwork skills in curriculum based on CDIO approach.

Feasibility and perceptions of video tutorials for intern training in anaesthesia: a survey

Background: Effective intern training is essential for safe delivery of anaesthesia during community service. Interns are trained using both tutorials and clinical exposure. E-learning platforms using video tutorials may address millennial learner needs better, but feasibility is unknown in a particular local setting. This study aimed to explore the feasibility of using a video tutorial to facilitate intern training. Perceptions of the value of tutorials were also assessed. Methods: A cross-sectional survey was conducted amongst interns who rotated through anaesthesia at a regional hospital in KwaZulu-Natal. The interns had been exposed to face-to-face tutorials previously and provided with a video-based tutorial. Results: Thirty-seven of the interns consented (88%), watched the video and answered the questionnaire. All interns indicated a need for tutorials during internship. A majority of respondents (71%) felt underprepared by undergraduate training programmes. Most interns were prepared to watch the video tutorial outside of working hours; however, they were divided over the fairness of using internet access for tutorials. There was a preference for video tutorials over reading a textbook or lecture notes. A total of 88% watched the video from the Internet. One intern did not have Internet access or a computer but the video was watched using a free Wi-Fi hotspot. Conclusion: A video-based tutorial system is feasible but current infrastructure needs to be considered. Interns continue to feel underprepared for internship and request that tutorials continue in internship.

Development of Obesity Competencies for Medical Education: A Report from the Obesity Medicine Education Collaborative.

Obesity Medicine Education Collaborative (OMEC) was formed to develop obesity-focused competencies and benchmarks that can be used by undergraduate and graduate medical education program directors. This article describes the developmental process used to create the competencies. Fifteen professional organizations with an interest in obesity collaborated to form OMEC. Using the six Core Competencies of the Accreditation Council for Graduate Medical Education as domains and as a guiding framework, a total of 36 group members collaborated by in-person meetings, email exchange, and conference calls. An iterative process was used by each working subgroup to develop the competencies and assessment benchmarks. The initial work was subsequently externally reviewed by 19 professional organizations. Thirty-two competencies were developed across the six domains. Each competency contains five descriptive measurement benchmarks for evaluator rating. This set of OMEC obesity-focused competencies is the first evaluation tool developed to be used within undergraduate and graduate medical training programs for both formative and summative assessments. Routine and more robust assessment is expected to increase the competence of health care providers to assess, prevent, and treat obesity. In addition to dissemination, the competencies and benchmarks will need to undergo evaluation for further validity and practicality.

How Can an Ab-Initio Pilot Avert a Future Disaster: A Pedagogical Approach to Reduce The Likelihood of Future Failure

Safety is the primary concern of the civil aviation industry. This study aimed to explore the importance of learning from failures and improving the future performance of students by teaching this notion during an undergraduate course in the curriculum of the pilot training program. A questionnaire study was conducted with students of the pilot training program of the Faculty of Aviation and Aeronautical Science after the completion of a newly introduced elective undergraduate course, Aircraft Accident and Incident Investigation. Furthermore, for the first time, the contributing factors in accidents and incidents were analyzed and classified in an undergraduate pilot training program by using the Human Factors Classification and Analysis System (HFACS) as an analytical framework. The objective of the study was to find out if the “aspects of the accident investigation course at universities” were effective on “Technical Pilot Skills,” “NonTechnical Pilot Skills” and “Program-Specific Outcomes.” Correlation and Hierarchical regression analyses were conducted for this purpose. In the regression analysis, the variables were entered into the model and controlled. The results showed that the aspects of the accident investigation course improved technical and non-technical skills of the students, as well as their program-specific outcomes, and they were actively encouraged to extend their knowledge and skills beyond that required for the Airline Transport Pilot License (ATPL). It was revealed that this new undergraduate course does not only help learn the importance of non-technical skills (Crew Resource Management, Situational Awareness, etc.) but also develops and improves the technical abilities of ab-initio pilots.

Maintaining peri-implant health: an evaluation of understanding among dental hygienists and therapists in Wales.

Objectives To describe the approach taken by dental hygienists and therapists (DH/Ts) in Wales regarding dental implant maintenance. To gather their opinions about the current level of implant education.Materials and methods Online questionnaires were distributed to 257 DH/Ts within Wales.Results The response rate was 35%. Dental implant care was within the remit of service for 92% of respondents. All respondents that provided implant care stated that they performed oral hygiene instruction, while 98% performed supragingival debridement, 85% subgingival debridement, and 64% clinical assessment of peri-implant health. A high proportion of DH/Ts in Wales did not feel entirely confident in carrying out procedures relating to peri-implant maintenance and only 27% felt confident in clinically assessing dental implants. The majority (83%) felt that postgraduate training in peri-implant maintenance should be obligatory. 'No available courses' was the main reason for not attending further postgraduate training in implantology.Conclusions A high proportion of responding DH/Ts practising in Wales do not feel entirely confident in carrying out procedures relating to peri-implant maintenance. Postgraduate training may be useful in addressing this issue and undergraduate training programmes may need to consider increasing trainees' exposure to dental implant maintenance.

Teaching handover in undergraduate education: an evidence-based multi-disciplinary approach.

This article was migrated. The article was marked as recommended. Poor standards of handover threaten patient safety and continuity of care, contributing significantly to morbidity and mortality. Handover practices has risen to the forefront of the patient safety agenda, with a call to develop and implement undergraduate handover modules into undergraduate healthcare education. Recent systematic reviews demonstrate a common failure of educational interventions to demonstrate a theoretical and pedagogical framework underpinning the delivery of education and method of assessment. The authors developed and piloted a multi-disciplinary evidence-based undergraduate handover training program to health care students studying at a UK university. The intervention was designed based on underpinning educational theories. It has been developed in a manner that supports dissemination and replication, with a model that is cost effective. The intervention was designed to assess learner reaction, attitudes and confidence, and knowledge and skills. This was achieved through a pre- and post-intervention attitude questionnaire, and an externally validated pre- and post-intervention knowledge assessment. 46 undergraduate students participated, with a statistically significant increase in self-reported attitudes (p < 0.001) and knowledge (p < 0.001) following the handover intervention. Students participated from the disciplines of medicine, adult nursing, pharmacy, mental health nursing, paramedic practice and operating department practioners. This intervention serves as a significant resource for those looking to develop local interventions and stands as a truly multi-disciplinary approach to handover education, mirroring the clinical reality. The introduction of this handover intervention immediately improves the attitudes, knowledge and skills of undergraduate healthcare students. Future work should sample beyond the selected 6 professions, investigating the transference of outcomes to the workplace, as well as the impact on patient safety.

Vocal Health Education in Undergraduate Performing Arts Training Programs

Vocal health is taught in multiple formats and to varying degrees across undergraduate training programs. The aim of the study is to identify what methods of instruction lead to a better self-perception of vocal health in order to more adequately prepare graduates for the extreme demands of the performing arts industry. A survey investigating how vocal health and vocal injury are being taught was administered to students within 5 years of graduation. This study looked at what type of information is taught, when information is presented, how prepared students feel they are to handle their health and injuries upon graduation, the prevalence of injuries while in school and during the first 5 years of postgraduation, and students' suggestions to improve their overall vocal health education. The survey compares vocal health education between the various disciplines of classical voice, musical theatre, and acting. Students learn more about general vocal hygiene than voice disorders in their undergraduate programs. Classical voice and musical theatre majors learn more about vocal health than acting majors, yet acting majors report a higher incidence of vocal injury within the first 5 years of graduation. Students also retain more vocal health knowledge when presented with information multiple times in their education. Creating a more specific, consistent vocal health curriculum for all voice-related performing arts programs will improve self-efficacy regarding vocal health upon graduation.

FINAL YEAR MEDICAL STUDENTS’ KNOWLEDGE, ATTITUDE AND PRACTICE OF MEDICO-LEGAL PROBLEMS: A CROSS SECTIONAL STUDY AT IBN SINA NATIONAL COLLEGE IN JEDDAH

Forensic medicine encompasses various subspecialties that involve resolving legal issues using diverse techniques. Medical students should be prepared for their near future career, in particular, the challenge of facing medico-legal cases with their consequent legal responsibilities. The aim of the study was to assess final year medical students’ knowledge, attitude and practice of medico-legal problems. This crosssectional study included randomly selected 138 6th year medical students at Ibn Sina National College in Jeddah. 56 (40.6%) were male and 82 (59.4%) were female, aged 24.46±1.45 years, and 114 (82.6%) were Saudis. A pre-designed, self-answered 23-item questionnaire in English was devised by a specialist in the field and circulated though Survey-Monkey forms from November 2018 to January 2019. Most students had good knowledge (66.27%) and positive attitude (71.47%). Some had poor (14.49%) or no knowledge (19.24%), negative (15.67%), or borderline attitude (14.31%). Poor responses were the legal value of incomplete reports (28.99%), notifications of relatives before police notification (15.94%) and informed consent before photographing (21.74%). Many students (44%) had negative attitude towards their current medico-legal overall education and knowledge. Only 14.5% had been previously involved in photographic documentation. Students thought that the main sources of stress/pressure during managing medico-legal problems were the victim’s relatives (69.79%), followed by fear of legal consequences (54.17%). They also thought that the best educational stage for medico-legal training programs should be during undergraduate years (57.25%), or less frequently during residency (55.8%) or post-graduate years (46.38%). In conclusion, final year medical students were prepared for their future practice by good knowledge and positive attitude towards medico-legal problems. However, many gaps were detected between theory and practice. Therefore, we recommend medical colleges to initiate an undergraduate clinical forensic medicine training program. Moreover, residents and post graduate emergency physicians need to know their medico-legal responsibilities and to acquire technical skills to perform forensic evaluations of victims.

Students‘ perceptions of professional social work ethics and the need for the development of competence-based ethics standards in undergraduate training program in Vietnam

ABSTRACTAs a newly recognized profession in Vietnam over the last two decades social work has undergone significant development, both in training and practice. However, there are many challenges in its professionalization, in which ethics plays a key role. This article presents the key findings of a study about students‘ perceptions of ethics and developing competence-based ethical standards in social work programs. It first analyses the students‘ attitudes and understanding of professional ethics. Second, it clarifies the situation of ethics education in training institutions. Finally, it provides suggestions for the implementation of social work competence-based ethical standards for Vietnam and beyond.

Reflections of L1 reading comprehension skills in university academic grades for an undergraduate translation programme

ABSTRACTConcerns about poor L1 reading skills in undergraduate students have been expressed in several contexts. These skills form a basis for building robust L2 reading comprehension skills, vital for translators. This study, which is part of a larger organization-based action research study to improve L1 reading levels, aimed to explore how L1 reading comprehension skills were reflected and predicted the overall academic performance of students on a South American undergraduate translator training programme using regression modelling. Seventy-nine students from second, third and fourth year of the programme were recruited for this study. They were asked to take a standardized Spanish reading comprehension test measuring word-level comprehension, sentence-level comprehension and text-level comprehension. Also, participants’ final grades for all completed courses were obtained, as well as students’ scores in a pre-entry English test providing a baseline level L2 knowledge prior to being formally trained on English. The results showed that students’ overall grades were predicted by and correlated with lower order sentence-level reading skills, rather than higher-order text-level skills, which was found to be of some concern inasmuch as the translation process demands reading skills that go well beyond the sentence boundary. Given the impact that evaluation can have on student learning, and that the connection between reading comprehension and academic results on translation programs does not appear to have been considered in the literature previously, the study may highlight a need for other institutions wishing to improve L1 reading skills to similarly examine their summative evaluation practices.

Effective Teaching Methods for the Assessment and Treatment of Exertional Heat Illness in Athletic Training Education

Context Athletic training education should focus on evidence-based teaching through providing authentic learning opportunities. Objective To examine the effectiveness of 2 different instructional methods' impact on pre–athletic training students' assessment and treatment of a patient with exertional heat stroke (EHS). Design A pretest, posttest randomized control trial study design was used. Setting Five undergraduate athletic training programs. Patients or Other Participants Thirty-six pre–athletic training students volunteered to participate. Thirty-two participants completed the research interventions (19 = hybrid simulation [HS], 13 = case-based learning [CLB]). Intervention(s) All participants received educational material and classroom presentation regarding EHS. Participants completed the preintervention Knowledge, Preferences, and Practices of Certified Athletic Trainers Regarding Recognition and Treatment of Exertional Heat Stroke (KPP-EHS) survey. Approximately 2 to 3 weeks after receiving the educational material, the participants completed HS or CBL intervention protocol and completed the postintervention KPP-EHS survey. The HS intervention consisted of a clinical scenario using a standardized patient and rectal thermometer task trainer. The CBL intervention involved completing a case-study worksheet regarding a clinical scenario. At the 6-week follow-up time point participants completed the KPP-EHS survey. Main Outcome Measure(s) Composite and subscale scores from the KPP-EHS survey. Results A factorial repeated measure 2 × 3 (Group × Time) analysis of variance revealed a statistically significant main effect for time of the total composite score of both groups (F = 28.005, P = .000, partial η2 = 0.659). Bonferroni post hoc testing revealed a statistically significant difference between time points 1 and 2 (mean difference = −25.176, P = .000, 95% confidence interval −34.036, −16.317) and time points 1 and 3 (mean difference = −32.842, P = .000, 95% confidence interval −44.917, −20.767). Conclusions Athletic training educators should consider the use of HS and CBL in conjunction with didactic course work to prepare students to appropriately manage EHS.

Teachers’ academic training for literacy instruction

ABSTRACT Literacy instruction is a powerful determinant of children’s academic and school outcomes. Teachers’ training for literacy instruction is therefore critical for children’s reading learning. The present study examined the contents of 130 courses related to literacy instruction from a representative national sample of primary teachers’ undergraduate programs (N = 81), to address the following issues: which courses, related to literacy instruction, are included in the curriculum of undergraduate training programs? Which is the weight of the courses in undergraduate programs? What are the contents of the courses? The results show that most critical features of literacy instruction are included in the course contents of most programs (e.g. phonics, theory of literature). Still, some other critical features are underrepresented (reading/writing comprehension skills) or apparently missing (assessment and intervention in reading/writing problems). Moreover, the time allocated to literacy instruction seems to be scarce. Still, wide differences across university programs and courses were found.

Obtaining patient feedback for quality assurance of undergraduate dental teaching.

Introduction In order to achieve the educational standards of the General Dental Council, providers of UK dental education programmes are required to demonstrate that feedback from patients is collected and used to inform programme development. Aims To determine areas of undergraduate dental training programmes that patients feel able to comment upon, allowing development of a patient feedback questionnaire. Methods Patients receiving treatment from undergraduate students were recruited to focus groups (n = 5, n = 6) where their experience of receiving student care was explored. Audio transcriptions were analysed for emergent themes. These themes informed the design of a questionnaire which was presented to a further patient focus group (n = 4) for content and face validity testing. Staff (n = 4) and student (n = 8) focus groups discussed its delivery. Results Patients were able to comment upon treatment quality, safety, the student-teacher interaction, and appointment times. An 18-question questionnaire was developed to include free text comments and answers on a visual analogue scale. It was modified following focus groups with patients, staff, and students. Conclusion Patients undergoing student treatment identified aspects of the clinical teaching programme that could be included in a feedback questionnaire. Following a pilot, the questionnaire will form part of the teaching quality assurance process.

Knowledge, attitudes, and practices of primary health-care physician in Bahrain toward antibiotics use

Background: Antimicrobial resistance was listed among the most dangerous threats to global health security. Antimicrobial use is influenced by the interplay of the knowledge, expectations, and interactions of prescribers and patients, economic incentives, characteristics of the health system(s) and the regulatory environment. Knowledge, attitudes, and practice of antibiotic prescription among primary health-care doctors are important to understand the antimicrobial resistance; hence, this study aimed to examine these aspects in Bahrain. Objective: The objective of the study was to assess the knowledge, attitudes, and practices of the Primary Health Care Physician (PHP) in Bahrain toward antibiotics use. Materials and Methods: Cross-sectional study have been conducted among PHP working in primary health care centers (PHC) in Bahrain. A structured, anonymous, self-administered questionnaire was used to conduct the study. The following items were collected for each participant: Demographic (age, sex, nationality.etc), work factors (qualification, years of experience, morning or shift.etc) and knowledge, attitude, and practice toward antibiotics use. Each questionnaire was coded and assigned a special identity number for data entry and processing. Data were entered into a data base program (Statistical Package for the Social Sciences). Frequency tables were produced for each item. Cross tabulation with chi square test was done for certain variables with demographic and work related items. Results: A sample of 155 primary care physicians was taken; 138 (89%) were Bahrainis and 17 (11%) were non-Bahrainis, from which 39 (25.2%) were males and 116 (74.8%) were females. They were asked to judge their level of knowledge about antibiotics use in general and 94 of them (61.8%) classified their level as being “good” and 37.5% as excellent. More than half of the doctors (55.2%) admitted that they have not received any kind of formal training about antibiotic use. Almost all the doctors (95.5%) agreed that prescribing antibiotics in an inappropriate way puts the patients at risk. Majority of the doctors (89%) ranked patients’ clinical condition as being the most influencer on their judgment to prescribe antibiotics, followed by obtaining a positive microbiological result in symptomatic patients (85.1%). More than three-quarter of doctors (80.5%) agreed that providing local antimicrobial guidelines will help in decreasing the problem of antibiotics overuse and resistance. More than 85% agree that using antibiotics appropriately will be the ultimate key to decrease antimicrobial resistance. Conclusion: In general, there is a good attitude toward the importance of antibiotics use among PHC doctors, but the knowledge is not as good with only 61.8% of PHC doctors considered their knowledge as good toward antibiotics use and around half (55.2%) stated that they did not receive any formal training in this field. Antibiotics use and antimicrobial resistance should be strengthened in the curriculum of undergraduate and postgraduate training programs.