MEDSCI 707 : Antimicrobials and Resistance

Medical and Health Sciences

2025 Semester One (1253) (15 POINTS)

Course Prescription

Antimicrobial resistance is a public health concern developing worldwide. The nature of antimicrobial agents will be explored by examining their discovery, development and mechanisms of action. Antimicrobial resistance will be studied to understand both mechanisms of resistance and the factors that drive resistance. Emphasis will be placed on recent advances in the discovery of antimicrobials and the development of novel strategies for the control of infectious agents.

Course Overview

The course will be organised around two main themes and the following questions:
What is antimicrobial resistance and why is it a problem?
What are antimicrobials: How do they work and what do we use them for?
What is resistance and which are the key pathogens?  
What is antibiotic tolerance and how does it contribute to antibiotic failure?
What are the consequences of antibiotic resistance and antibiotic failure?
What are the drivers of resistance?

What are the solutions?
How can we deal with resistance today?
Biodiscovery: how can we broaden the options for tomorrow?
New applications and new strategies: what else can we do to kill pathogens and combat resistance?

Course Requirements

No pre-requisites or restrictions

Course Contacts

Simon Swift s.swift@auckland.ac.nz Course Director

Siouxsie Wiles s.wiles@auckland.ac.nz Course Director

Capabilities Developed in this Course

Capability 1: People and Place
Capability 2: Sustainability
Capability 3: Knowledge and Practice
Capability 4: Critical Thinking
Capability 5: Solution Seeking
Capability 6: Communication
Capability 7: Collaboration
Capability 8: Ethics and Professionalism

Learning Outcomes

By the end of this course, students will be able to:
  1. List and describe the antimicrobials in use today, identifying modes of action and how we use them. (Capability 1.1, 1.2, 3.1, 3.2, 6.1 and 6.2)
  2. Explain antibiotic resistance and why it is important (Capability 1.1, 1.2, 2.1, 3.1, 3.2, 4.1, 6.1 and 6.2)
  3. Describe and critically evaluate the pathogens threatening health to the greatest degree through antibiotic resistance. (Capability 1.1, 1.2, 2.1, 3.1, 3.2, 4.1, 6.1 and 6.2)
  4. Explain the drivers of the development of antimicrobial resistance, their consequences, and how other events can influence both (Capability 1.1, 1.2, 2.1, 3.1, 3.2, 4.1, 4.2, 5.2, 6.1, 6.2, 7.1, 7.2, 8.1 and 8.2)
  5. Identify, explain and evaluate ways in which we might deal with antimicrobial resistance today (Capability 1.1, 1.2, 2.1, 3.1, 3.2, 4.1, 4.2, 5.2, 6.1 and 6.2)
  6. Identify, explain and evaluate the routes to new antibiotics (Capability 1.1, 1.2, 2.1, 3.1, 3.2, 4.1, 4.2, 5.2, 6.1, 6.2 and 8.2)
  7. Identify, explain and evaluate new approaches to killing pathogens and dealing with resistance. (Capability 1.1, 1.2, 2.1, 3.1, 3.2, 4.1, 4.2, 5.2, 6.1, 6.2 and 8.1)
  8. Evaluate research publications effectively and critically (Capability 1.1, 3.2 and 4.1)
  9. Communicate effectively with people ranging from the general public to experts in the field, using a range of media and approaches (Capability 6.1, 6.2, 7.1 and 7.2)

Assessments

Assessment Type Percentage Classification
Infographic 10% Individual Coursework
Fact sheet 10% Individual Coursework
Summary of a teaching session 5% Individual Coursework
Presentation 15% Individual Coursework
Reflective Journal 40% Individual Coursework
Video/online presentation 10% Individual Coursework
Poster 10% Individual Coursework
Assessment Type Learning Outcome Addressed
1 2 3 4 5 6 7 8 9
Infographic
Fact sheet
Summary of a teaching session
Presentation
Reflective Journal
Video/online presentation
Poster

Workload Expectations

This course is a standard [15] point course and students are expected to spend 10 hours per week involved in each 15 point course that they are enrolled in.

For this course, each week you can expect a 2 hour tutorial where you will be expected to actively participate, 3-5 hours of reading and thinking about the content and 3-5 hours of work on assignments. The course does not have an exam and so increased coursework with respect to courses that do have an exam should be expected. 

Delivery Mode

Campus Experience

Campus Experience

Attendance is expected at scheduled activities including tutorials to complete components of the course.

Class sessions may be available as recordings.

The course may include live online events including group discussions and tutorials.

The activities for the course are scheduled as a standard weekly timetable.

Learning Resources

Course materials are made available in a learning and collaboration tool called Canvas which also includes reading lists and lecture recordings (where available).

Please remember that the recording of any class on a personal device requires the permission of the instructor.

Student Feedback

At the end of every semester students will be invited to give feedback on the course and teaching through a tool called SET or Qualtrics. The lecturers and course co-ordinators will consider all feedback and respond with summaries and actions.

Your feedback helps teachers to improve the course and its delivery for future students.

Class Representatives in each class can take feedback to the department and faculty staff-student consultative committees.

Here’s what you said you liked about the course:
Group discussions, in-person classes
Discussion about important terms
Different types of assignments, and the challenge of doing things differently
No exam.

Here’s what you said you would like to see improved:
Heavy workload, number of assignments
Details about the expectations from the assignments.
Inclusion of exemplars for coursework.
Interactive class sessions, not just a series of comments by each class member.

These are the changes I/we will make for the next delivery of the course:
Overview. Medsci707 aims to provide a continuous story through antibiotics, the rise of resistance, and potential solutions. It is a postgrad course that expects student-centered learning. The coursework aims to allow students to gain knowledge of key aspects of topic areas, and the class sessions allow students to further explain aspects of their topic and discuss wider aspects in small groups with other students and staff. The course is assessed via multiple low-impact pieces of coursework that are hoped to allow students to build skills and confidence in communicating science, with the assumption that to communicate topics well, they first need to be understood.

Volume of Coursework. There is an incremental reduction in coursework volume and the weekly density of coursework. Main changes for 2025 will see small reduction in number of  coursework items and increased value placed on the reflective journal entries. More guidelines will be given around content expectations with minimum and maximum length. 

Class discussions (which are thought to be good, and I think get better as the course progresses) rely on students doing the coursework to get the knowledge to participate in discussions, this is why there is coursework most weeks. If there is no coursework, the temptation is to do no preparation and discussions are poor. Marks are given for submission of completed work on time and for attending and participating in class. Introduction of this in 2024 led to a noticeable improvement in class discussions. 

Marks for coursework. There are 10 or 11 weeks of class, so about 10 marks a week seems fair. Feedback is given if content is too basic or doesn’t include illustrative details/evidence or is poorly presented, and the first piece of coursework is marked with that in mind.

Rubrics and Exemplars. Marking schemes were included in 2022 on the relevant pages on Canvas. The marking schemes are simple combinations of Key points, Illustrated with details, and Clarity and style. Generally 40/40/20. Detailed marking schemes do tend to be prescriptive and my experience is that students get lower marks when I use them.
A “what makes a good...” segment was included in the introductory session to inform students what was required for coursework items. I don’t give overly detailed exemplars because then that is what I get back, and creativity is stifled. In the end it is a postgraduate course and an increasing degree of self-directed learning should be expected. On occasions when I have sought to give extra information, I have found the best sources are “how to” make a good infographic/poster/blog post etc articles on line or YouTube videos. I will share the ones I like, but is it too much to expect a self-directed postgraduate student with access to google to find this information themselves?

Academic Integrity

The University of Auckland will not tolerate cheating, or assisting others to cheat, and views cheating in coursework, tests and examinations as a serious academic offence. The work that a student submits for grading must be the student's own work, reflecting their learning. Where work from other sources is used, it must be properly acknowledged and referenced. A student's assessed work may be reviewed against electronic source material using computerised detection mechanisms. Upon reasonable request, students may be required to provide an electronic version of their work for computerised review.

Class Representatives

Class representatives are students tasked with representing student issues to departments, faculties, and the wider university. If you have a complaint about this course, please contact your class rep who will know how to raise it in the right channels. See your departmental noticeboard for contact details for your class reps.

Inclusive Learning

All students are asked to discuss any impairment related requirements privately, face to face and/or in written form with the course coordinator, lecturer or tutor.

Student Disability Services also provides support for students with a wide range of impairments, both visible and invisible, to succeed and excel at the University. For more information and contact details, please visit the Student Disability Services’ website http://disability.auckland.ac.nz

Special Circumstances

If your ability to complete assessed coursework is affected by illness or other personal circumstances outside of your control, contact a member of teaching staff as soon as possible before the assessment is due.

If your personal circumstances significantly affect your performance, or preparation, for an exam or eligible written test, refer to the University’s aegrotat or compassionate consideration page https://www.auckland.ac.nz/en/students/academic-information/exams-and-final-results/during-exams/aegrotat-and-compassionate-consideration.html.

This should be done as soon as possible and no later than seven days after the affected test or exam date.

Learning Continuity

In the event of an unexpected disruption we undertake to maintain the continuity and standard of teaching and learning in all your courses throughout the year. If there are unexpected disruptions the University has contingency plans to ensure that access to your course continues and your assessment is fair, and not compromised. Some adjustments may need to be made in emergencies. You will be kept fully informed by your course co-ordinator, and if disruption occurs you should refer to the University Website for information about how to proceed.

Student Charter and Responsibilities

The Student Charter assumes and acknowledges that students are active participants in the learning process and that they have responsibilities to the institution and the international community of scholars. The University expects that students will act at all times in a way that demonstrates respect for the rights of other students and staff so that the learning environment is both safe and productive. For further information visit Student Charter https://www.auckland.ac.nz/en/students/forms-policies-and-guidelines/student-policies-and-guidelines/student-charter.html.

Disclaimer

Elements of this outline may be subject to change. The latest information about the course will be available for enrolled students in Canvas.

In this course you may be asked to submit your coursework assessments digitally. The University reserves the right to conduct scheduled tests and examinations for this course online or through the use of computers or other electronic devices. Where tests or examinations are conducted online remote invigilation arrangements may be used. The final decision on the completion mode for a test or examination, and remote invigilation arrangements where applicable, will be advised to students at least 10 days prior to the scheduled date of the assessment, or in the case of an examination when the examination timetable is published.