Abstract

Objective: Currently, there does not exist a cohesive and predictive set of criteria that can be used to identify patients that are at risk of being non-adherent to antibiotic regimens. In this study, we sought to answer the question of whether patients’ knowledge of the scientific background of antibiotic resistance is related to their likelihood to adhere to antibiotic regimens. Additionally, we explored other facets of the profiles of adherent and non-adherent subjects. Methods: All responses were collected via questionnaire. Subjects were split into two groups (adherent and non-adherent) based upon four patient-behavior questions. These two groups of subjects were compared in a variety of ways to test for significant differences in categories such as science knowledge, age, and self-reported understanding of the problem of antibiotic resistance. Results: It was determined that the adherent group of subjects had significantly higher science scores (mean=5.46, n=384) than the non-adherent subjects (mean=4.99, n=460); t(842)= -2.73, p=0.0064. Subjects majoring in STEM were more likely to be adherent than biology or non-STEM majors. There were no differences in adherence or science scores across age groups. About 26% of subjects had not previously heard of the problem of antibiotic resistance. Discussion: Increasing patient education on the topic of antibiotic resistance could increase patient adherence, which could in turn lead to a reduction in the rate at which bacteria develop resistance. Initiatives to educate patients and health care professionals have the potential to increase understanding and improve rates of adherence.

Notes

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Thesis Completion

2015

Semester

Spring

Advisor

Borgon, Robert

Degree

Bachelor of Science (B.S.)

College

College of Medicine

Department

Biomedical Sciences

Subjects

Dissertations, Academic -- Medicine; Medicine -- Dissertations, Academic

Format

PDF

Identifier

CFH0004784

Language

English

Access Status

Open Access

Length of Campus-only Access

None

Document Type

Honors in the Major Thesis

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