A bootcamp focused on antimicrobial resistance stewardship could include the following steps:

1. Rigorous Needs Assessment and Clearly Defined Objectives: Conduct a thorough needs assessment to identify specific AMR/AMS knowledge, skills, or performance gaps that the bootcamp will address for a well-defined target audience. Establish clear, measurable, and achievable learning objectives that guide curriculum design and evaluation.
2. Intensive and Multi-Modal Curriculum Design: Develop a highly structured, intensive curriculum that strategically blends various educational methods to cater to different learning styles and achieve the defined objectives within the short timeframe. This often includes:
   • Focused Didactics: Concise lectures to deliver essential AMR/AMS theoretical knowledge.
   • Hands-on Skill Stations: Practical sessions for developing specific skills (e.g., using AMR diagnostic tools, practicing communication techniques for AMS interventions, implementing IPC measures).
   • Simulation-Based Training: Use of simulations for practicing clinical decision-making in AMR scenarios (e.g., managing sepsis with MDROs, responding to an AMR outbreak), procedural skills, or teamwork. (Blackmore et al., 2014, and Kerins et al., 2021, emphasize simulation in medical bootcamps).
   • Interactive Case Studies and Problem-Based Learning: Engaging participants with real-world or realistic AMR/AMS cases to foster critical thinking and collaborative problem-solving.
   • Role-Playing and Communication Practice: For developing communication skills essential for AMS (e.g., with prescribers, patients, or interprofessional teams).
   • Collaborative Group Work and Peer Learning: Incorporating activities that require teamwork and allow participants to learn from each other’s experiences and perspectives.
3. Logistical Planning and Resource Allocation: Meticulously plan all logistical aspects, including venue or virtual platform selection, scheduling, necessary equipment (simulators, AV, lab supplies if applicable), development or procurement of training materials, and recruitment of experienced faculty/facilitators with expertise in both AMR/AMS and active learning methodologies.
4. Pre-Bootcamp Preparation for Participants: Often involves providing participants with pre-reading materials, online modules, or self-assessment tools to ensure a baseline level of knowledge and maximize the value of the intensive in-person or synchronous online time for practical application and interaction.
5. High-Intensity, Engaging Training Delivery: Deliver the bootcamp with a focus on high participant engagement, active learning, and practical application. Facilitators should be skilled in managing intensive learning environments and providing constructive, timely feedback.
6. Action Planning and Post-Bootcamp Follow-up/Reinforcement: Ideally, include a component where participants develop specific action plans for applying their newly acquired AMR/AMS knowledge and skills in their respective workplaces. Consider post-bootcamp reinforcement activities, such as access to online resources, follow-up mentoring, or establishment of a community of practice to support the transfer of training.

Facilitator’s role (Lead Instructors/Content Experts/Simulation Specialists): Design a comprehensive and engaging curriculum aligned with learning objectives. Deliver didactic content concisely and effectively. Expertly guide hands-on activities, simulations, and case discussions. Provide specific, constructive, and timely feedback to participants. Foster a challenging yet supportive and collaborative learning environment. Manage session logistics and time effectively. Ensure all necessary resources and equipment are functional.

Participant’s role (Learner): Commit to full and active engagement throughout the intensive program. Complete any required pre-bootcamp preparation. Be willing to actively participate in all learning activities, including hands-on practice, simulations, and group discussions. Be receptive to feedback and prepared to step outside their comfort zone. Collaborate effectively with peers. Develop concrete plans for applying learned AMR/AMS skills and knowledge in their professional practice.

Methods

• Pre- and Post-Bootcamp Assessments: Utilize validated questionnaires or tests to measure changes in AMR/AMS knowledge, skills (e.g., using Objective Structured Clinical Examinations – OSCEs, or performance in standardized simulations), and self-reported confidence levels. (Blackmore et al., 2014, in their meta-analysis, found bootcamps effective in improving these domains; Jones et al., 2020, and Siette et al., 2024, used pre-post comparisons for different types of bootcamps).
• Direct Observation and Performance in Activities: Direct observation and structured assessment of skill performance during hands-on sessions, simulation scenarios (e.g., using validated checklists or rubrics), or case presentations.
• Evaluation of Projects or Action Plans: Assessment of the quality, feasibility, and appropriateness of any action plans, project proposals (e.g., for a local AMS initiative), or other tangible outputs developed by participants during the bootcamp.
• Participant Feedback and Satisfaction: Collecting detailed feedback from participants via surveys or focus groups on the bootcamp’s content, structure, delivery, relevance, learning environment, and overall satisfaction.
• Longer-Term Follow-up (where feasible): Assessing skill retention, transfer of training to the workplace, and impact on AMR/AMS-related practices or outcomes over time.

Tools

Validated knowledge questionnaires (MCQs, short answer questions). Objective Structured Clinical Examination (OSCE) checklists or global rating scales. Simulation performance recording systems and debriefing tools. Rubrics for evaluating projects or action plans. Standardized confidence rating scales. Participant satisfaction surveys and qualitative feedback instruments (e.g., interview guides for post-bootcamp follow-up).