Browsing by Author "Barsoumian, Alice E."

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    2363. Clinician Educators within Infectious Diseases Society of America (IDSA): Who We Are, What We Do, and What We Need to Succeed
    (Oxford University Press, 2022) Zimmer, Andrea J.; Barsoumian, Alice E.; Hsu, Jennifer; Walker, Jeremey; Summers, Nathan A.; Derber, Catherine; Allen, Bradley L.; Ressner, Roseanne; Kershaw, Colleen; Luther, Vera; Medicine, School of Medicine
    Background: To best support, its membership, the IDSA Medical Education Community of Practice (Med Ed CoP) must know the spectrum of educational duties, common challenges, and needs among its clinician educators (CE). Further, benchmark data for medical education is lacking, including average time to perform duties, salary support, and other resources. Therefore, we conducted a survey to help identify opportunities for institutions and IDSA to support Infectious Disease (ID) CE. Methods: We conducted an anonymous electronic mixed-methods survey of ID CE faculty in the United States. The survey link was distributed through the IDSA Med Ed CoP and Program Director discussion forums and receptions at IDWeek 2021. Results: Approximately 90/552 (16%) participants completed a majority of the survey. Respondents were evenly distributed by gender and geographic region. A majority of respondents were Caucasian, aged 30 – 49 years, and at the Assistant or Associate Professor level (Table 1). Overall breakdown of allocated duties is as follows; median education full-time equivalent (FTE) was 0.25, clinical FTE=0.50, administrative FTE=0.16, and research FTE=0 (Table 1). Faculty most commonly taught medical students (95%), physician residents (92%), and fellows (88%) and held positions within ID fellowship programs (69%) and medical schools (50%, Table 2). CE's common challenges included competing responsibilities (69%), lack of medical education mentorship (51%), and inexperience in medical education publication (67%). In addition, 77% reported burnout in the past year, frequently due to an increased pandemic-related workload. CEs would like to see opportunities for IDSA grants, advocacy for salary support, and increased opportunities to publish within IDSA journals. CEs report finding reward in their educational work related to: teaching the next generation, developing relationships with learners and colleagues, and promoting others’ success. Conclusion: In our study, ID CEs identified common challenges including educational work often requiring more time than allocated FTE, lack of mentors, publishing educational activities, recognition of CE work for promotion, and burnout. Additionally, ID CEs identified practical strategies in which their institutions and IDSA can offer support.
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    Antimicrobial Stewardship Training for Infectious Diseases Fellows: Program Directors Identify a Curriculum Need
    (Oxford University Press, 2018-04-16) Luther, Vera P.; Shnekendorf, Rachel; Abbo, Lilian M.; Advani, Sonali; Armstrong, Wendy S.; Barsoumian, Alice E.; Beeler, Cole B.; Bystritsky, Rachel; Cherabuddi, Kartikeya; Cohen, Seth; Hamilton, Keith W.; Ince, Dilek; Justo, Julie Ann; Logan, Ashleigh; Lynch, John B., III; Nori, Priya; Ohl, Christopher A.; Patel, Payal K.; Pottinger, Paul S.; Schwartz, Brian S.; Stack, Conor; Zhou, Yuan; Medicine, School of Medicine
    A needs assessment survey of infectious diseases (ID) training program directors identified gaps in educational resources for training and evaluating ID fellows in antimicrobial stewardship. An Infectious Diseases Society of America-sponsored core curriculum was developed to address that need.
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    Evaluation of the Infectious Diseases Society of America’s Core Antimicrobial Stewardship Curriculum for Infectious Diseases Fellows
    (Oxford Academic, 2021-06) Spicer, Jennifer O.; Armstrong, Wendy S.; Schwartz, Brian S.; Abbo, Lilian M.; Advani, Sonali D.; Barsoumian, Alice E.; Beeler, Cole; Bennani, Kenza; Holubar, Marisa; Huang, Misha; Ince, Dilek; Justo, Julie Ann; Lee, Matthew S. L.; Logan, Ashleigh; MacDougall, Conan; Nori, Priya; Ohl, Christopher; Patel, Payal K.; Pottinger, Paul S.; Shnekendorf, Rachel; Stack, Conor; Van Schooneveld, Trevor C.; Willis, Zachary I.; Zhou, Yuan; Luther, Vera P.; Medicine, School of Medicine
    Background Antimicrobial stewardship (AS) programs are required by Centers for Medicare and Medicaid Services and should ideally have infectious diseases (ID) physician involvement; however, only 50% of ID fellowship programs have formal AS curricula. The Infectious Diseases Society of America (IDSA) formed a workgroup to develop a core AS curriculum for ID fellows. Here we study its impact. Methods ID program directors and fellows in 56 fellowship programs were surveyed regarding the content and effectiveness of their AS training before and after implementation of the IDSA curriculum. Fellows’ knowledge was assessed using multiple-choice questions. Fellows completing their first year of fellowship were surveyed before curriculum implementation (“pre-curriculum”) and compared to first-year fellows who complete the curriculum the following year (“post-curriculum”). Results Forty-nine (88%) program directors and 105 (67%) fellows completed the pre-curriculum surveys; 35 (64%) program directors and 79 (50%) fellows completed the post-curriculum surveys. Prior to IDSA curriculum implementation, only 51% of programs had a “formal” curriculum. After implementation, satisfaction with AS training increased among program directors (16% to 68%) and fellows (51% to 68%). Fellows’ confidence increased in 7/10 AS content areas. Knowledge scores improved from a mean of 4.6 to 5.1 correct answers of 9 questions (P = .028). The major hurdle to curriculum implementation was time, both for formal teaching and for e-learning. Conclusions Effective AS training is a critical component of ID fellowship training. The IDSA Core AS Curriculum can enhance AS training, increase fellow confidence, and improve overall satisfaction of fellows and program directors.
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    Inclusion, Diversity, Access, and Equity in Infectious Diseases Fellowship Training: Tools for Program Directors
    (Oxford University Press, 2023-05-27) Luther, Vera P.; Barsoumian, Alice E.; Konold, Victoria J. L.; Vijayan, Tara; Balba, Gayle; Benson, Constance; Blackburn, Brian; Cariello, Paloma; Perloff, Sarah; Razonable, Raymund; Acharya, Kartikey; Azar, Marwan M.; Bhanot, Nitin; Blyth, Dana; Butt, Saira; Casanas, Beata; Chow, Brian; Cleveland, Kerry; Cutrell, James B.; Doshi, Saumil; Finkel, Diana; Graber, Christopher J.; Hazra, Aniruddha; Hochberg, Natasha S.; James, Scott H.; Kaltsas, Anna; Kodiyanplakkal, Rosy Priya L.; Lee, Mikyung; Marcos, Luis; Mena Lora, Alfredo J.; Moore, Christopher C.; Nnedu, Obinna; Osorio, Georgina; Paras, Molly L.; Reece, Rebecca; Salas, Natalie Mariam; Sanasi-Bhola, Kamla; Schultz, Sara; Serpa, Jose A.; Shnekendorf, Rachel; Weisenberg, Scott; Wooten, Darcy; Zuckerman, Richard A.; Melia, Michael; Chirch, Lisa M.; Medicine, School of Medicine
    The Infectious Diseases Society of America (IDSA) has set clear priorities in recent years to promote inclusion, diversity, access, and equity (IDA&E) in infectious disease (ID) clinical practice, medical education, and research. The IDSA IDA&E Task Force was launched in 2018 to ensure implementation of these principles. The IDSA Training Program Directors Committee met in 2021 and discussed IDA&E best practices as they pertain to the education of ID fellows. Committee members sought to develop specific goals and strategies related to recruitment, clinical training, didactics, and faculty development. This article represents a presentation of ideas brought forth at the meeting in those spheres and is meant to serve as a reference document for ID training program directors seeking guidance in this area.