The following steps should be taken into consideration when planning a Job Shadowing experience on AMR/AMS:

1. Preparation and Objective Setting: The shadowee, ideally with support from a program facilitator, defines clear personal learning objectives for the shadowing experience, focusing on specific aspects of the host’s role in AMR/AMS (e.g., observing AMS ward rounds, understanding biosecurity measure implementation on a farm, witnessing communication about appropriate antibiotic use). Thorough preparation includes researching the host’s role and the specific AMR/AMS context. (Makovec, 2021; Tyldesley-Marshall et al., 2020).
2. Host Identification and Briefing: Identify and engage a host professional who demonstrates exemplary or insightful AMR/AMS practices and is willing to be shadowed and articulate their processes. Both host and shadowee must be briefed on the purpose, duration (which can range from a single day to several (Kevdzija, 2022), expectations, ethical considerations (confidentiality, informed consent if patients/clients are involved), and the shadowee’s primarily observational role. (Tyldesley-Marshall et al., 2020).
3. Structured Observation: The shadowee “acts like a shadow,” closely following the host and attentively observing their work tasks, interactions (e.g., with patients, other staff, farmers), decision-making processes, problem-solving approaches, and use of tools or resources pertinent to AMR/AMS. The shadowee generally does not actively participate in tasks unless explicitly invited by the host for minor, non-critical activities. (Makovec, 2021; Tyldesley-Marshall et al., 2020).
4. Discreet Note-Taking: The shadowee should discreetly take field notes focusing on key observations, specific AMR/AMS practices seen, questions that arise, critical incidents, and initial reflections on the host’s actions and their rationale. (Tyldesley-Marshall et al., 2020).
5. Contextual Inquiry and Clarification: At appropriate times (e.g., during lulls in activity, or pre-scheduled brief discussion slots, not interrupting critical workflows), the shadowee can ask the host pertinent questions to clarify observations, understand the reasoning behind specific AMR/AMS decisions, or explore challenges faced. (Makovec, 2021; Tyldesley-Marshall et al., 2020).
6. Guided Reflection and Debriefing: This is a critical phase. The shadowee should engage in structured reflection on their observations, linking them to theoretical knowledge, their own professional experiences, and their initial learning objectives. Facilitated debriefing sessions with the host, a facilitator, or a peer group after the shadowing period are crucial for consolidating learning, discussing insights, and planning for application of new understanding. (Makovec, 2021, and Kevdzija, 2024, emphasizes combining observation with debriefing).

Facilitator’s role (Program Coordinator): Design and oversee the Job Shadowing program, recruit and prepare both hosts and shadowees, establish clear learning objectives and ethical protocols, provide shadowees with observation frameworks or guiding questions relevant to AMR/AMS, facilitate reflective debriefing sessions, and ensure a high-quality learning experience. (Adapted from general principles described in Makovec, 2021).

Host Professional’s Role: Be willing to open their practice to observation, articulate their thought processes and decision-making related to AMR/AMS when feasible, create opportunities for brief Q&A, and provide a realistic and candid view of their role and its challenges.

Participant’s role: Actively prepare for the experience by setting clear goals, maintain professionalism and respect for the host’s work environment, observe attentively and critically (focusing on AMR/AMS aspects), take useful notes discreetly, ask thoughtful questions at appropriate junctures, engage deeply in personal and facilitated reflection, and actively work to translate observations into actionable insights for their own practice. (Adapted from general principles described in Makovec, 2021)

Methods

• Submission of detailed reflective reports, learning journals, or portfolios by the shadowee, documenting observations, critical analysis of AMR/AMS practices seen, and connections to personal learning goals. (Makovec, 2021).
• Development of a specific action plan by the shadowee detailing how they intend to apply or adapt observed AMR/AMS best practices or insights into their own professional setting.
• Oral presentations or group discussions where shadowees share key learnings, challenges observed, and innovative AMR/AMS solutions with peers and/or supervisors.
• Feedback from the host professional regarding the shadowee’s engagement, professionalism, and quality of questions (if appropriate).

Tools

Structured reflection templates or guiding questions, observation checklists (tailored to specific AMR/AMS focus areas like prescribing processes, biosecurity measures, or IPC techniques), action planning worksheets, peer-assessment of presentations, facilitator-led group debriefing summaries.