2554. A Standardized Medicine Resident Curriculum: Content Survey for an Infectious Diseases Rotation

BACKGROUND: There have been few studies performed or guidelines made to address which topics in Infectious Diseases (ID) should be essential for medicine residents to learn during their training for their future practice of clinical medicine. Furthermore, when residents rotate on ID specialty electives, rarely is there formalized, standardized instruction tailored to residents. Thus, the purpose of this project is to define which core topics in ID residents should focus on learning during their training as pertains to clinical practice rather than for simply passing Internal Medicine (IM) board exams, which many programs tend to instead use as a guide for teaching ID content. METHODS: An online survey was designed and distributed to the faculty of the University of Chicago Medicine (UChicago) IM and ID sections. The survey was 8 questions, one of which was to rank 28 topics in ID on a modified 5-point Likert scale (1 = “absolutely unimportant;” 5 = “absolutely essential”) with regards to importance for a resident to practice general medicine. A cutoff for inclusion was ≥ 4.0 (moderate importance) and ≥ 25% of the faculty ranking the topic as absolutely essential. Open-ended feedback was encouraged and evaluated via a semi-structured evaluation. RESULTS: The survey was distributed to the 88 attendings in the UChicago ID and general IM sections. The response rates were 85% (ID) and 44% (IM). Ten of the 28 topics were ranked ≥ 4.0 (moderate importance) and had ≥ 25% of the faculty designate the topic as absolutely essential (Figure 1). Open-ended feedback included to focus on value-based care, to include Infection Control, and to focus on areas not taught in other aspects of their residency curriculum such as in their outpatient rotations. A majority (61%) indicated that 2–5 hours of structured teaching (lectures, online modules, etc.) would be most appropriate during a 2-week ID specialty rotation. CONCLUSION: This project defined the core topics in ID that medicine residents should focus on learning during their training. The next step will be a needs-assessment to survey baseline resident knowledge of the above topics. The ultimate the goal will be to design, deliver, and evaluate an ID curriculum that focuses on teaching this core content. [Image: see text] DISCLOSURES: All authors: No reported disclosures.