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
Department of Medicine, Case Western Reserve University, Cleveland, Ohio, USA.
Department of Internal Medicine, Intermountain Health, Murray, Utah, USA.
Open Forum Infect Dis. 2024 Oct 2;11(10):ofae542. doi: 10.1093/ofid/ofae542. eCollection 2024 Oct.
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.
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.
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.
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.
美国传染病学会（IDSA）制定了核心抗菌药物管理（AS）课程，以满足对具备AS专业知识的传染病（ID）提供者日益增长的需求。在使用该课程的ID进修项目中，实施方法存在显著差异。我们试图描述个别方法并制定课程实施路线图。
我们对之前实施过IDSA核心AS课程的ID进修项目进行了调查。调查包括有关项目特征、课程参与者和展示形式、资源和障碍以及实施策略的问题。在自我报告的实施策略背景下总结了常见的项目特征。根据观察到的最常见特征制定了实施指南。
在购买了该课程的159个项目中，37个做出了回应，其中34个（21%）纳入分析。该课程主要由AS医师（85%）和AS药剂师（47%）授课。最常见的会议结构是纵向系列会议（32%），电子学习是最常见的展示形式。经常报告的障碍包括AS教员时间有限（76%）和一年级进修生可参与时间有限（62%），大多数项目（67%）有专门的AS课程时间这一资源；针对这三个项目特征制定了实施指南。
各项目报告了各种实施障碍和资源，出现了几个共同主题，从而能够针对三个常见的项目特征制定量身定制的课程规划。这项工作将为进修项目提供课程实施策略，并指导未来对IDSA核心和高级AS课程的改进。
