The following steps should be taken into consideration when planning Lunch-and-Learn Sessions on AMR/AMS:

1. Identify Specific AMR/AMS Focus and Objectives: Determine concise AMR/AMS topics suitable for a short session (e.g., “Top 5 misconceptions about antibiotic use in our facility,” “Quick guide to the new sepsis and AMS protocol,” “Hand hygiene: beyond the basics for AMR prevention,” “Understanding your facility’s antibiogram”). Clearly define what participants should know or be able to do after the session (Thompson et al., 2021).
2. Content Design and Material Preparation: Develop engaging, targeted, and visually appealing content that can be covered effectively within a short timeframe (typically 30-75 minutes, according to Isaacs et al., 2025). Materials might include short presentations, infographics, brief video clips (Richardson et al., 2024, used videos), quick demonstrations, or educational handouts (Landwehr et al., 2021).
3. Format Selection: Choose a format appropriate for the topic and audience. This could range from a didactic presentation of a new AMR guideline (Thompson et al., 2021) to more interactive or experiential approaches (Isaacs et al., 2025), or even “microlessons” (Howe et al., 2024, for brief educational inputs). Incorporate Q&A and discussion.
4. Logistics and Promotion: Schedule sessions during established lunch breaks. Manage logistics such as room booking or virtual meeting setup. While food provision is not mandatory, it can enhance appeal and attendance. Clearly promote the sessions, outlining the topic, benefits, and duration.
5. Engaging Delivery: Deliver the session in an interactive and energetic manner. Encourage questions, facilitate brief discussions, and ensure the atmosphere remains informal and conducive to learning during a break.
6. Resource Provision: Provide concise take-away materials, such as a summary sheet of key AMR/AMS points, links to relevant guidelines, or contact information for further AMR-related queries.

Facilitator’s role: Prepare and deliver well-structured, concise, and highly engaging content relevant to AMR/AMS. Foster a relaxed, informal, and interactive atmosphere. Manage time effectively to respect participants’ break time. Be knowledgeable and prepared to answer questions succinctly.

Participant’s role: Attend voluntarily during their break. Engage actively by listening, absorbing key AMR/AMS messages, participating in any discussions or interactive elements, asking clarifying questions, and identifying practical takeaways relevant to their professional practice.

Methods

• Pre- and post-session brief surveys or quizzes to assess immediate changes in knowledge, attitudes, or confidence related to the specific AMR/AMS topic. (Thompson et al., 2021, and Landwehr et al., 2021, used pre-post surveys).
• Informal Q&A during the session to gauge understanding and engagement.
• Collection of participant feedback via short forms or polls at the end of the session, focusing on clarity, relevance, enjoyment, and perceived usefulness of the AMR/AMS information. (Perales et al., 2020, assessed enjoyment and perceived difficulty).
• Tracking attendance and engagement levels.
• Assessment of the feasibility and acceptability of the Lunch-and-Learn format for delivering AMR/AMS education within the specific workplace. (Isaacs et al., 2025, and Perales et al., 2020, evaluated these aspects).

Tools

Short, targeted questionnaires (paper or digital), quick online polls or “show of hands” for immediate feedback, sign-in sheets (optional), “minute paper” (participants write down one key learning point).