Browsing by Author "Willis, Zachary I."

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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.