Browsing by Author "Luther, Vera P."

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    Adoption of a Uniform Start Date for Internal Medicine Fellowships and Other Advanced Training: An AAIM White Paper
    (Elsevier, 2015-09) Barret, J. Christian; Alweis, Richard; Frank, Michael; O'Connor, Alec; McConville, John F.; Adams, Nancy Day; Arfons, Lisa; Bernard, Sheilah; Bradley, Thomas; Buckley, John D.; Cohen, Ellen; Cornett, Patricia; Elkins, Stephanie; Kopelman, Richard; Luther, Vera P.; Petrusky, Jiselle; McNeill, Diana B.; Omar, Bassam; Palapiano, Nancy; Roth, Teresa; Satko, Scott; Fried, Ethan D.; Muchmore, Elaine A.; Department of Medicine, IU School of Medicine
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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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    Emerging from the Pandemic: AAIM Recommendations for Internal Medicine Residency and Fellowship Interview Standards
    (Elsevier, 2022) Luther, Vera P.; Wininger, David A.; Lai, Cindy J.; Dao, Anthony; Garcia, Maria M.; Harper, Whitney; Chow, Timothy M.; Correa, Ricardo; Gay, Lindsey J.; Fettig, Lyle; Dalal, Bhavin; Vassallo, Patricia; Barczi, Steven; Sweet, Michelle; Medicine, School of Medicine
    Perspectives Viewpoints: •New standards are needed moving forward to guide residency and fellowship interviews in response to Coalition for Physician Accountability recommendations and dramatic changes in the interview landscape over the past 2 years. •Processes should be based on principles of equity for applicants and programs while taking into consideration personal and public health and safety. •Ongoing evaluation of advantages and disadvantages of interview practices should continue with iterative adjustments in guidance based on available data.
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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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    Implementing the Infectious Diseases Society of America Antimicrobial Stewardship Core Curriculum: Survey Results and Real-World Strategies to Guide Fellowship Programs
    (Oxford University Press, 2024-10-02) Hojat, Leila S.; Patel, Payal K.; Ince, Dilek; Kang, Amy Y.; Fong, Gary; Cherabuddi, Kartik; Nori, Priya; Al Lawati, Hawra; Stohs, Erica J.; Beeler, Cole; Van Schooneveld, Trevor C.; Lee, Matthew S.; Hamilton, Keith W.; Justo, Julie Ann; Spicer, Jennifer O.; Logan, Ashleigh; Bennani, Kenza; Williams, Rostam; Shnekendorf, Rachel; Bryson-Cahn, Chloe; Willis, Zachary I.; Moenster, Ryan P.; Brennan-Krohn, Thea; Paras, Molly L.; Holubar, Marisa; Gaston, David C.; Advani, Sonali D.; Luther, Vera P.; Medicine, School of Medicine
    Background: The Infectious Diseases Society of America (IDSA) developed the Core Antimicrobial Stewardship (AS) Curriculum to meet the increasing demand for infectious diseases (ID) providers with AS expertise. Notable diversity in implementation approaches has been observed among ID fellowship programs using the curriculum. We sought to describe individual approaches and develop a curriculum implementation roadmap. Methods: We surveyed ID fellowship programs that had previously implemented the IDSA Core AS curriculum. The survey included questions regarding program characteristics, curriculum participants and presentation format, resources and barriers, and implementation strategies. Commonly reported program features were summarized in the context of the self-reported implementation strategies. Implementation guides were developed based on the most common characteristics observed. Results: Of 159 programs that had purchased the curriculum, 37 responded, and 34 (21%) were included in the analysis. The curriculum was primarily taught by AS physicians (85%) and AS pharmacists (47%). The most common conference structure was a longitudinal conference series (32%), and eLearning was the most common presentation format. Limited AS faculty time (76%) and limited first-year fellow availability (62%) were frequently reported as barriers, and dedicated AS curricular time was a resource available to most programs (67%); implementation guides were created for these 3 program features. Conclusions: Programs reported a variety of implementation barriers and resources, with several common themes emerging, allowing for the development of tailored curriculum planners for 3 commonly observed program characteristics. This work will equip fellowship programs with curriculum implementation strategies and guide future enhancements of the IDSA Core and Advanced AS curricula.
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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.