Browsing by Author "Luther, Vera"

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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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    765. Development of an Adaptable Roadmap for Implementation of the Infectious Diseases Society of America Core Antimicrobial Stewardship Curriculum in Infectious Diseases Fellowship Programs
    (Oxford University Press, 2023-11-27) Hojat, Leila S.; Patel, Payal K.; Nori, Priya; Hamilton, Keith W.; Justo, Julie Ann; Spicer, Jennifer O.; Logan, Ashleigh; Bennani, Kenza; Lee, Matthew S.; Bryson-Cahn, Chloe; Stohs, Erica J.; Willis, Zachary; Moenster, Ryan P.; Van Schooneveld, Trevor C.; Brennan-Krohn, Thea; Beeler, Cole; Kang, Amy Y.; Al Lawani, Hawra; Cherabuddi, Kartik; Fong, Gary; Ince, Dilek; Holubar, Marisa; Paras, Molly L.; Gaston, David; Shnekendorf, Rachel A.; Williams, Rostam; Luther, Vera; Medicine, School of Medicine
    Background: The Infectious Diseases Society of America (IDSA) developed and disseminated a Core Antimicrobial Stewardship (AS) Curriculum intended to formalize AS training in infectious diseases (ID) fellowship programs in 2018. This study identified individual program approaches to curriculum implementation and intended to use this information to develop an implementation guide tailored to specific program needs. Methods: We distributed surveys to all fellowship program directors (PDs) who had previously implemented the Core AS Curriculum. Questions were designed to identify ID program structure, curriculum participants, curriculum sections and materials utilized, and resources and barriers to implementation. Both structured and qualitative responses were captured. The results were summarized descriptively and organized into a framework connecting barriers to proposed solutions. Results: PDs from 34 unique programs who had administered the Core Curriculum to an estimated 405 ID fellows responded to the survey, out of the 159 institutions invited (21.4%). Most represented adult programs which had administered the curriculum for at least 2 years (Table 1). Additional learners often included ID faculty and pharmacy trainees, and teachers were mostly AS program leadership. Most PDs reported limited faculty time as a barrier to implementation, whereas dedicated AS curricular time was a resource available to most programs (Figure 1). Approaches to curriculum implementation based on survey responses relating to each fellowship program feature were suggested, some of which applied to multiple program features (Figure 2). Qualitative feedback was generally positive, and most PDs indicated that they intended to continue to implement the curriculum. Additional materials such as a facilitator guide and demonstrations were proposed as other components which could assist with curriculum implementation. Roadmap with infectious diseases fellowship program features (rounded green boxes) connected to identified potential approaches to curriculum implementation (rectangular blue boxes). Program features are categorized as relating to conference structure, program resources, or program barriers. Suggested approaches with potential application to multiple program features are highlighted in orange. Conclusion: The IDSA Core AS curriculum provides an effective means of formalizing basic AS education into ID fellowship training. Curriculum implementation can be optimized by tailoring to training program resources and unique features. An implementation roadmap may be a useful tool to assist ID fellowship PDs with this task.