Program Curriculum
Overview of Curriculum
The University of Minnesota Infectious Diseases Fellowship Program will help you achieve mastery of the practice and science of Infectious Diseases and provide you comprehensive training in research skills, all in a friendly and supportive working environment. Clinical excellence will be attained by immersion in patient care at our three dedicated teaching hospitals: M Health Fairview University of Minnesota Medical Center - East Bank, Hennepin County Medical Center, and Minneapolis VA Medical Center, with emphasis upon the development of critical reasoning, scholarship, and professional responsibility.
Additionally, you will benefit from our robust teaching, an exceptionally supportive learning environment, strong faculty mentorship and tremendous flexibility within the program to accommodate the diverse interests of our fellows. Excellence in research will be achieved by the design, implementation, analysis and presentation of a high-quality research project, enthusiastic and supportive research mentors, and rigorous oversight. Whether your research interests include HIV, issue of global health, infections of transplantation, or hospital-acquired infections using basic, clinical or epidemiological methods, our faculty offer a diverse range of research opportunities.
Clinical Training (11 months direct patient contact, plus continuity clinic)
Required Inpatient Rotations (10 months)
MHealth Fairview University of Minnesota Medical Center - East Bank (UMMC): 4 months
2 months General ID
2 months Transplant
Minneapolis Veterans Affairs Medical Center (VA): 3 months
Hennepin County Medical Center (HCMC): 3 months
Elective Inpatient Rotations
MHealth Fairview University of Minnesota Medical Center - West Bank
MHealth Fairview University of Minnesota Masonic Children's Hospital (Peds ID)
Additional months/experiences at UMMC, VA or HCMC
Required Outpatient Rotations
Ambulatory continuity clinic (1 half-day per week for duration of fellowship)
M Health Fairview Clinics and Surgery Center
Positive Care Center, Hennepin Healthcare
Infectious Diseases Institute, Makarere University, Kampala, Uganda
Orientation: 2 months
Multiple Outpatient Clinics
Required Clinical Microbiology (longitudinal)
VA Clinical Microbiology Lab (One week during Orientation)
Hennepin Clinical Microbiology Lab (Two weeks during Orientation)
Regularly scheduled plate rounds at hospitals during inpatient rotations
Required Research
Development of an in-depth research project on a topic of Infectious Diseases significance, with faculty mentoring the fellow. Training includes opportunities in project design, writing up and defending a research proposal, data collection methods and analyses, presentation of findings at local research conferences and/or regional or national meeting, and writing up results for publication in a peer-reviewed journal.
Clinical Scholar Track: 6-12 months
Academic Research Track: 24-36 months
Required Quality Improvement Project (ACGME Requirement)
Experience on the UMMC Antimicrobial Management Team
Experience at the MVAMC Antimicrobial Stewardship Team
Many fellows incorporate quality improvement aspects into their primary or secondary research project
Orientation Block
Incoming fellows participate in the Orientation Block each July and August. During the course of these months, fellows participate in various outpatient experiences, receive critical didactic lectures from senior fellows and faculty, begin their continuity clinic, and participate in our online Global Health curriculum.
CLINIC ROTATIONS
Hennepin County Public Health Clinic (HCPHC)
Health Services Building, 4th floor, 525 Portland Avenue South, Minneapolis, MN 55415
612-543-5555
Fellows rotate with either Drs. Rock or Shaughnessy in the TB clinic or with several Nurse Practitioners in the Red Door/STI Clinic (both clinics are in the same space).
Clinic starts at 8AM (morning session) or 1PM (afternoon session)
International Travel Medicine Clinic, Hennepin County Medical Center
915 South 7th Street, Blue Building, Level 1, B1.290 Minneapolis MN 55415
You will work with Dr. Megan Shaughnessy and Dr. Becky Zadroga
Clinic and Surgery Center (CSC)
Clinics and Surgery Center (CSC), Third Floor, 909 Fulton Street SE, Minneapolis, MN 55455
612-625-4680
Fellows rotate with either Drs., Kline, Cavert, Leuck, Obeid, Young, and others
Clinic starts at 8AM (morning session) or 1PM (afternoon session)
Antimicrobial Management Team (AMT)
This service is based at UMMC and is run by Kim Boeser. Contact Kim in advance so you know where to meet on your AMT day. She can be reached at kvarejc1@fairview.org or 612-273-6331 (work) or
612-899-6407 (pager).
CLINICAL MICROBIOLOGY LAB INTENSIVE
Fellows spend 2 weeks during the Orientation Block under the guidance of Glen Hansen.
VAMC CLINICAL MICROBIOLOGY LAB
Spend one week during the Orientation Block in the Clinical Microbiology Lab at VAMC under the guidance of Brad Wigdon.
HHS ID-2 Service
Spend 1-2 weeks during the Orientation Block on the ID-2 service learning inpatient ID consult on this faculty-only service. Patients are drawn from the surgical, OB, Family Practice, and psychiatric services.
UMN Orange ID Service
Spend 2 weeks during the Orientation Block on the Orange ID service learning inpatient ID consult on this faculty-only service. The fellow will also learn to work with ID APPs.
INDEPENDENT STUDY: SPECIALTY SERIES IN GLOBAL HEALTH INFECTIOUS DISEASE
Beth Scudder (612-625-6417 or bscudder@umn.edu) sets up access to the online content of the Global Health Course for all of the fellows. The expectation is that fellows work through the Specialty Series in Global Health: Infectious Disease by the time our Clinical Competency Committee meeting occurs in October. It is a 40-hour course. The idea is for you to get as much completed during the Orientation Block; any remaining lectures can be completed on the fellow’s own time.
BOOTCAMP LECTURES
These lectures are geared towards incoming fellows and focus on ID emergencies, fundamentals of ID, and fellowship pearls. Lectures are given by both senior fellows and faculty.
Clinical Microbiology Training
Training includes a one-week rotation at the VAMC Clinical Microbiology Lab and a two-week rotation with Glen Hansen during the ID Orientation Block. The key aspect of these rotations is hands-on experience in clinical bacteriology, mycology, and parasitology, by working with microbiology technicians on actual patient samples. Emphasis is placed on the practical details of processing clinical microbiological specimens and accurate interpretation of results. This practical experience is augmented by self-study materials available at each institution, including web-based learning and microbiology texts. Short lectures are also given by microbiology staff.
Additional clinical microbiology training and exposure is provided during the clinical inpatient rotations, which include close consultation with the microbiology laboratory. The details of this consultation vary by institution, but typically involve daily or weekly microbiology rounds and discussions of clinical specimens.
Inpatient Consultation Rotations
Fellows typically spend the majority of their first year and at least three months in their second year on the Infectious Diseases inpatient consult service (These schedules are flexible to meet the needs of the fellow). In general, clinical rotations involve a 1-month block of time at a particular site. The schedule provides clinical exposure to diverse patient populations and familiarity with the faculty members at each site within the Fellowship Program. The inpatient service consult teams include the fellow and an Infectious Diseases attending. The team may also include one or more Medicine or Medicine/Pediatric residents, third or fourth year medical students, and/or pharmacists or other subspecialists in training.
The inpatient consult service involves initial consultation and follow-up of patients with a wide range of Infectious Diseases problems. Rounds are held daily with the attending, and involve close interaction with the microbiology laboratory and the infection control service. In addition to consultative work, fellows will be involved in the teaching and supervision of medical house staff, and residents and students taking the Infectious Diseases rotation. Fellows will participate in case presentations at Infectious Diseases Clinical Conferences assigned to the hospital at which the fellow is rotating.
According to ACGME program requirements, appropriate faculty supervision of the fellows must be provided during all their educational experiences. During their inpatient consult months, all fellows will be supervised by a faculty member from IDIM who is located at the institution where the fellow is rotating. (See also Trainee Responsibility and Supervision.)
The fellow and the attending both carry a pager while on-call for the inpatient consult service. Evening and weekend duties vary by service. Fellows take two weekends of call per month (starting 5:30 PM Friday), presuming no leave or vacation is taken during the month and the fellow is not scheduled for academic conference time over a weekend. The fellow’s specific weekends off should be arranged with the on-service attending before the month begins. All fellows also have three weeks of vacation per year. Vacation time off should be arranged well in advance with the fellowship director, coordinator and the directors of the clinical services at which the fellows will be rotating (see above section on vacation and leave).
Continuity Clinic
The fellow’s weekly half-day continuity clinic will be either at the M Health Fairview Clinics and Surgery Center (CSC) on Fulton Street at the University of Minnesota or the Positive Care Clinic at the Hennepin County Medical Center. At the CSC, the fellow will participate in Fellows’ Clinic; Dr Winston Cavert is the primary mentor at this site. Alternatively, a fellow may be assigned to a specific faculty for their continuity clinic. At HCMC, fellows will be assigned one half-day clinic per week with a specific either Dr Jessica Oswald or Dr Nicholas Vogenthaler. For fellows conducting research in Kampala, Uganda, continuity clinic will be performed at the Infectious Diseases Institute at Makerere University College of Health Sciences.
Other Outpatient Experience
The outpatient clinic experience is an integral feature of the fellows’ training program. In addition to the weekly half-day continuity clinic that fellows participate in during the entirety of the fellowship, there are multiple ambulatory care experiences during the Orientation Block, and outpatient components during the inpatient consults months at VAMC and during the first-year VAMC research months. Fellows on the VAMC consult rotation, or doing a first year VAMC research month, spend Wednesday, Thursday, or Friday mornings in the Infectious Diseases Pool Clinic, supervised by the ID staff members in the clinic that day.
Research Training
An appropriate, focused, and productive research experience for each fellow is a primary goal of the Infectious Diseases program at the University of Minnesota. The research experience begins with three dedicated research months at the VAMC during the first year. The division appreciates that the fellow’s research experience may well determine the direction of his/her subsequent career. Consequently, this component of the fellowship is given great care and attention. Each fellow is instructed to discuss his/her interests and research options with all relevant faculty members individually and with the division director and fellowship director before making a commitment to a particular project or mentor. These discussions are intended to assure the focus, feasibility, and suitability for the particular fellow of a proposed project.
Fellows in the (two-year) Clinician-Scholar track will have up to 9 months during their second year to focus primarily on clinical research and scholarly projects, while maintaining some clinical activities. This research activity must be VAMC based. Fellows in the (three or four-year) academic research track will devote most of year two and all of years three and four to focused research activities and related training. Fellows in either track may decide to engage in basic, epidemiological or clinical research. The ID division can provide appropriate guidance in each of these areas. The main requirement is that the research be of the highest possible quality and provide a credible base for further relevant work, including future employment. For academic research track fellows, specialized training in epidemiological and clinical research may be available through the University of Minnesota School of Public Health, partially supported by the division's NIH- sponsored T32 training grant (see below).
During the summer or fall of the first year each fellow should identify a primary faculty mentor. The primary mentor usually, but not necessarily, will be a member of the Division of Infectious Diseases. The primary mentor will be responsible for helping the fellow plan and carry out his/her research project, overseeing the fellow’s progress during the research years, and assisting with future career planning, including the employment search and interview process.
With the assistance of the mentor, each fellow should next select a research project and assemble a research committee, which typically will consist of at least two faculty members in addition to the primary mentor. The other committee members can contribute expertise in areas relevant to the fellow's project that complement the strength areas of the primary mentor. The other committee members also provide an objective, outside perspective on the research project itself and on the fellow’s progress with it. Committee members may be selected from outside the Division of Infectious Diseases, such as from the School of Public Health, the Department of Microbiology, the Dental School or another division within the Department of Medicine. If the primary mentor is not an Infectious Diseases faculty member, at least one other committee member must be. The fellow should meet quarterly with the research committee to review progress and plan next steps.
Fellows, in coordination with the primary mentor, are responsible for seeking Human Subjects Committee and other required approvals before beginning work on their project. Fellows are encouraged to present their preliminary or final results at internal research conferences and/or regional or national meetings.
To provide centralized oversight of fellows' academic progress, the program has established a Scholarship Oversight Committee (SOC) which will systematically review the progress of all fellows semiannually (January and June). Fellows are expected to present to the SOC their research plan at its inception and to review with the committee their progress and productivity semiannually, according to a checklist that addresses research activity, publications, presentations, coursework, grant applications, etc. Please see Evaluations and Outcomes Assessment for further information on the SOC.
Funding of Research
There are currently two main avenues to fund research in the program NIH Training Grant and the Minneapolis VA Medical Center.
Veterans Health Administration Clinical Research
The Minneapolis VA provides funding for research rotations for projects that support the mission of VHA and enhance the quality of health care delivery to Veterans. This research is clinical in nature and can focus on quality improvement. An overview of this process will be given during the Orientation Block for the program. This is available to any ID fellow in the program.
NIH Training Grant: Infectious Diseases Training in Clinical Investigation
Because of the increased need for Infectious Diseases clinical investigators who can address the growing crisis of "Emerging and Re-emerging Infections", the Division of Infectious Diseases at the University of Minnesota Medical School offers a training track for fellows interested in acquiring skills in the areas of clinical epidemiology and clinical trials research. This multidisciplinary, NIH-supported T32 Training Program draws upon many University of Minnesota faculty members and colleagues at the Minnesota Department of Health. Fellows entering this two or three-year training track will generally be second year fellows who have completed a clinical year of adult or pediatric Infectious Diseases training. In addition to working with a primary mentor and a research advisory committee on a research project(s) related to an Emerging Infectious Diseases topic, T32-supported fellows may petition for support in taking selected courses in the School of Public Health, applicable to either a Master of Public Health (MPH) degree (for fellows interested primarily in epidemiology-focused research) or a Master of Science in Clinical Research (MS-CR) degree (for fellows interested in clinical trials or other clinically-based research).
Selection of a Primary Mentor is encouraged early in the first year of clinical training. Primary mentor participants include faculty from the Departments of Medicine, Pediatrics, and Microbiology, the School of Public Health, the School of
Dentistry, the College of Veterinary Medicine, the School of Pharmacy, the Center for Infectious Diseases Research and Policy, and the Minnesota Department of Health.
This training grant has four slots available per academic year for qualified fellows. Fellows are eligible for NIH-sponsored training grants for up to three years (this includes institutional T32 training grants and individual (F32) training grants). The principal investigator responsible for this grant is Dr David Boulware (boulw001@umn.edu).
This is the primary method of supporting the research years of Academic Research Track fellows.
To qualify for a T32 slot, the trainee must be a US citizen or permanent resident enrolled in a research or clinical doctoral or postdoctoral program. The mentor must be an established investigator capable of providing administrative and scientific leadership.
Fogarty Global Health Fellowship
Northern/Pacific Global Health Research Fellows Training Consortium
The Global Health Fellowship Program, supported by the National Institutes of Health’s Fogarty International Center (FIC), provides fellows 12 months of international clinical research training, with international partnerships in Kenya, Cameroon, Uganda, Ghana, Peru, Thailand and China. The program provides stipend support, modest research training costs, travel costs to and from the international collaborating country, and an orientation at NIH in July.
This is a tremendous source of research support for our Infectious Diseases fellows interested in Global Health research. Additional years of research training for Academic Research Track fellows are provided by the T32 training program.
For further information regarding the Global Health Fellowship Program, please visit the University of Minnesota site here or contact the co-principal investigator for this grant, Dr Shailey Prasad.
Sample Block Schedule
The program sample block schedule is available here.
ACGME Competencies
The ACGME defines the competencies for this subspecialty as follows.
Patient Care
Fellows must be able to provide patient care that is compassionate, appropriate, and effective for the treatment of health problems and the promotion of health.
Fellows must demonstrate competence in the practice of health promotion, disease prevention, diagnosis, care, and treatment of patients of each gender from adolescence to old age, during health and all stages of illness; and,
Fellows must demonstrate competence in the diagnosis and management of the following infectious disease areas:
bacterial infections;
fungal infections;
health care-associated infections;
HIV/AIDS;
infections in patients in intensive care units;
infections in patients with impaired host defenses;
infections in surgical patients;
infections in travelers;
parasitic infections;
prosthetic device infections;
sepsis syndromes;
sexually transmitted infections; and,
viral infections.
Fellows must be able to perform all medical, diagnostic, and procedures considered essential for this area of practice.
Medical Knowledge
Fellows must demonstrate knowledge of established and evolving biomedical, clinical, epidemiological and social-behavioral sciences, as well as the application of this knowledge to patient care
Fellows must demonstrate knowledge of the scientific method of problem solving and evidence-based decision making;
Fellows must demonstrate knowledge of indications, contraindications, limitations, complications, techniques, and interpretation of results of those diagnostic and therapeutic procedures integral to the discipline, including the appropriate indications for and use of screening tests/procedures;
Fellows must demonstrate knowledge of:
the mechanisms of action and adverse reactions of antimicrobial agents, antimicrobial and antiviral resistance, drug-drug interactions between antimicrobial agents and other compounds;
the appropriate use and management of antimicrobial agents in a variety of clinical settings, including the hospital, ambulatory practice, non-acute-care units, and the home;
the appropriate procedures for specimen collection relevant to infectious disease, including but not limited to bronchoscopy, thoracentesis, arthrocentesis, lumbar puncture, and aspiration of abscess cavities;
the principles of prophylaxis and immunoprophylaxis to enhance resistance to infection;
the characteristics, use, and complications of antiretroviral agents, mechanisms and clinical significance of viral resistance to antiretroviral agents, and recognition and management of opportunistic infections in patients with HIV/AIDS; and,
the fundamentals of host defense and mechanisms of microorganism pathogenesis.
Fellows must demonstrate knowledge of the development of appropriate antibiotic utilizations and restriction policies; and,
Fellows must demonstrate knowledge of infection control and hospital epidemiology.
Practice-based Learning and Improvement
Fellows must demonstrate the ability to investigate and evaluate their care of patients, to appraise and assimilate scientific evidence, and to continuously improve patient care based on constant self-evaluation and lifelong learning.
Interpersonal and Communication Skills
Fellows must demonstrate interpersonal and communication skills that result in the effective exchange of information and collaboration with patients, their families, and health professionals.
Professionalism
Fellows must demonstrate a commitment to professionalism and an adherence to ethical principles.
Systems-based Practice
Fellows must demonstrate an awareness of and responsiveness to the larger context and system of health care, including the social determinants of health, as well as the ability to call effectively on other resources to provide optimal health care.
Competency-Based Goals & Objectives
The Competencies provide a conceptual framework describing the required domains for a trusted physician to enter autonomous practice. These Competencies are core to the practice of all physicians and are further defined by the subspecialty. The developmental trajectories in each of the Competencies are articulated through the Milestones for each subspecialty. The focus in fellowship is on subspecialty-specific patient care and medical knowledge, as well as refining the other competencies acquired in residency. Levels of competency are described as "Junior" and "Senior." Junior is the first clinical rotational experience a fellow experiences at a sight; Senior are the subsequent rotations.
"Junior" Fellowship Experience
Patient care
History and Physical Examination
Acquires a complete history, including specific host and environmental factors
Performs an examination that elicits common or straightforward infectious diseases and syndromes
Acquires a detailed history incorporating pertinent supplemental information
Performs an examination that elicits uncommon or complicated infectious diseases and syndromes
Management of Patients with Possible and Proven Infectious Diseases
Develops initial and follow-up management plans for patients with low-complexity conditions
Develops an initial and follow-up plan for patients with moderate-complexity conditions and adjusts the plan over the course of clinical care
Identifies and clarifies the clinical questions and recommendations for the consultation
Recognizes consult acuity and urgency independently
Consultative Care
Seeks and integrates input from different members of the health care team and provides recommendations to the primary team in a clear and timely manner
Prioritizes workflow in response to consult acuity and urgency
Medical Knowledge
Diagnostic Reasoning
Provides a limited prioritized differential diagnosis using supporting rationale
Formulates a prioritized differential diagnosis; demonstrates the ability to modify a diagnosis based on a patient’s clinical course and additional data
Diagnostic Evaluation
Applies knowledge of diagnostic evaluation for common pathogens
Applies knowledge of indications for diagnostic evaluation for common clinical syndromes
Applies knowledge of indications for diagnostic evaluation of uncommon pathogens, antimicrobial resistance, and therapeutic drug monitoring
Applies diagnostic testing in consideration of risks, benefits, and consequences for clinical syndromes
Treatment and Therapeutics including Anti-Infectives, Immunoprophylaxis, and Adjunctive Therapies
Demonstrates knowledge of common anti-infectives, immunoprophylaxis, and adjunctive therapies, including dosing, monitoring, and adverse effects
Demonstrates knowledge of common anti-infectives, immunoprophylaxis, and adjunctive therapies, including resistance mechanisms, drug interactions, and relative effectiveness
Infection Control/Prevention, Antimicrobial Stewardship, and Epidemiology
Implements infection prevention measures for common situations
Implements antimicrobial stewardship practices for common situations
Demonstrates basic knowledge of the principles of epidemiology
Implements infection prevention measures for uncommon situations
Implements antimicrobial stewardship practices for uncommon situations
Practices the basic principles of epidemiology, including identifying and responding to common epidemiological events
Pathophysiology and Foundational Science
Demonstrates advanced knowledge of pathophysiological and foundational science concepts pertaining to common infectious diseases and host response
Applies advanced knowledge of pathophysiological and foundational science concepts pertaining to common infectious diseases and host response
Scholarly Activity
Plans a scholarly activity
Systems-Based Practice
Patient Safety
Analyzes the factors that contribute to patient safety events
Reports patient safety events using the health system’s reporting mechanism
Offers prevention strategies to mitigate patient safety events
Quality Improvement
Identifies opportunities for quality improvement projects
Participates in quality improvement projects
Coordination and Transitions of Care
Performs safe and effective transitions and coordination of care and hand-offs in routine clinical situations
Performs safe and effective transitions and coordination of care/hand-offs in complex clinical situations
Population Health
Identifies specific population and community health needs and inequities for the local population
Identifies local resources effectively to meet the needs of a patient population and community
Physician Role in Health Care Systems
Describes how components of a complex health care system are interrelated, and how this impacts patient care
Delivers care with consideration of each patient’s payment model
Discusses how individual practice affects the broader system
Engages with patients in shared decision making, informed by each patient’s payment models
Practice-Based Learning and Improvement
Evidence-Based and Informed Practice
Locates and applies the best available evidence, integrated with patient values and preferences, to the care of patients with common conditions
Locates and applies the best available evidence, integrated with patient values and preference, to the care of patients with complex conditions
Reflective Practice and Commitment to Personal Growth
Demonstrates openness to performance data (feedback and other input), and analyzes and reflects on gaps to inform goals
Designs and implements a learning plan, with prompting
Seeks performance data episodically, with adaptability and humility, and institutes behavioral changes to narrow the gaps between expectations and actual performance
Independently creates and implements a learning plan
Professionalism
Professional Behavior
Identifies and describes potential personal triggers for professionalism lapses and takes responsibility for one’s own professionalism lapses
Demonstrates a pattern of professional behavior in complex or stressful situations; describes when and where to report professionalism lapses
Ethical Principles
Applies ethical principles to address straightforward situations
Analyzes complex situations using ethical principles and identifies the need to seek help in addressing complex situations
Accountability/Conscientiousness
Recognizes factors that may impact one’s own ability to complete tasks and responsibilities in a timely manner and describes strategies for improvement
Performs tasks and responsibilities in a timely manner with appropriate attention to detail in routine situations
Well-Being
Lists available resources for personal and professional well-being
Describes institutional resources that are meant to promote well-being
With assistance, proposes a plan to promote personal and professional well-being
Recognizes which institutional factors affect well-being
Interpersonal and Communication Skills
Patient- and Family-Centered Communication
Establishes and maintains a therapeutic relationship with the patient using active listening and clear language in straightforward encounters
Identifies complex barriers to effective communication
Establishes and maintains a therapeutic relationship using effective communication behaviors in challenging patient encounters
Adjusts communication strategies based on identified barriers, incorporating patient and caregiver expectations and goals of care
Interprofessional and Team Communication
Solicits feedback on performance as a member of the health care team and adjusts communication approach to team needs, promoting open and safe communication
Facilitates interprofessional team communication to reconcile conflict and provides constructive feedback to team members
Communication within Health Care Systems
Documents encounter, including clinical reasoning in an organized manner
Selects direct and indirect forms of communication based on context, with guidance
Documents encounter through prioritized and concise yet thorough notes
"Senior" Fellowship Experience
Patient Care
History and Physical Examination
Acquires a tailored history that incorporates epidemiology, past clinical data, and nuances specific for suspected pathogens or syndromes
Performs a tailored examination that elicits subtle findings of infectious diseases and syndromes
Management of Patients with Possible and Proven Infectious Diseases
Develops a comprehensive management plan, including contingency plans for patients with complex conditions
Consultative Care
Provides comprehensive and prioritized recommendations, including assessment and rationale to all necessary health care team members
Mobilizes resources to provide care in an urgent situation
Medical Knowledge
Diagnostic Reasoning
Formulates a differential diagnosis to include atypical presentations and uncommon disorders; recognizes sources of diagnostic error
Diagnostic Evaluation
Interprets diagnostic evaluations for pathogens and clinical syndromes, considering performance characteristics, limitations, and nuances
Treatment and Therapeutics including Anti-Infectives, Immunoprophylaxis, and Adjunctive Therapies
Demonstrates knowledge of uncommon anti-infectives, immunoprophylaxis, and adjunctive therapies, including dosing, monitoring, resistance mechanisms, drug interactions, adverse effects, and relative effectiveness
Infection Control/Prevention, Antimicrobial Stewardship, and Epidemiology
Teaches infection prevention practices to health care providers, patients, and the medical community
Teaches health care providers, patients, and the medical community antimicrobial stewardship practices
Teaches on the epidemiological impact of infectious diseases on population health
Pathophysiology and Foundational Science
Applies advanced knowledge of pathophysiological and foundational science concepts pertaining to uncommon infectious diseases and host response
Scholarly Activity
Implements scholarly activity
Disseminates independent scholarly work, locally or regionally, that has generated new medical knowledge, educational programs, or process improvement
Systems-Based Practice
Patient Safety
Participates in efforts to modify systems to prevent patient safety events
Quality Improvement
Demonstrates the skills required to identify, develop, implement, and analyze a quality improvement project
Coordination and Transitions of Care
Role models and advocates for safe and effective transitions and coordination of care/hand-offs within and across health care delivery systems
Population Health
Uses local resources effectively to meet the needs of a patient population and community
Physician Role in Health Care Systems
Manages various components of the complex health care system to provide efficient and effective patient care
Advocates for patient care needs with consideration of the limitations of each patient’s payment model
Practice-Based Learning and Improvement
Evidence-Based and Informed Practice
Critically appraises conflicting or ambiguous evidence to guide individualized patient care
Reflective Practice and Commitment to Personal Growth
Intentionally seeks performance data consistently with adaptability and humility, considering alternatives in narrowing the gaps between expectations and actual performance
Uses performance data to measure the effectiveness of the learning plan and improves it when necessary
Professionalism
Professional Behavior
Recognizes situations that may trigger professionalism lapses and intervenes to prevent lapses in oneself and others
Ethical Principles
Uses appropriate resources for managing and resolving ethical dilemmas as needed
Accountability/Conscientiousness
Performs tasks and responsibilities in a timely manner with appropriate attention to detail in complex or stressful situations
Well-Being
Independently develops a plan to promote personal and professional well-being
Describes institutional factors that positively and/or negatively affect well-being
Interpersonal and Communication Skills
Patient- and Family-Centered Communication
Establishes and maintains therapeutic relationships using shared decision making, regardless of complexity
Proactively improves communication by addressing barriers, including patient and personal biases
Interprofessional and Team Communication
Leads and facilitates regular interdisciplinary discussions, including in complex and challenging situations
Communication within Health Care Systems
Independently selects direct and indirect forms of communication based on context
Concisely documents clinical reasoning, including anticipatory guidance,
while satisfying institutional billing needs and compliance
Models effective written and verbal communication
Didactics / Conferences
All didactics and conferences are virtual unless noted otherwise.
Regularly Scheduled Series
Citywide ID Clinical Case Conference
Tuesdays 7:30-8:30 AM, via Zoom
Fellows host this weekly event and are expected to present repeatedly throughout the year. Fellows will receive Google invites for these sessions and have access to annual calendar and are responsible for updating their hosting duties as needed.
Infection and Immunity Research Conference (IIRC)
These are held September to May each year, on Tuesdays 12:00-1:00 PM, and Thursdays 8:00-9:00 AM. The purpose is to promote interdisciplinary interactions among highly accomplished teams of investigators with expertise in Infectious Diseases, Microbiology and Immunology. Presenters typically have expertise or are learners in microbial pathogenesis, immunology and cancer biology (topic of choice). The audience is usually a mixture of basic scientists, clinical faculty and their students and postdocs.
All ID fellow presentations are required for fellows and are scheduled in the spring of the year. First year fellows are expected to present their research plan.
Infectious Diseases Didactics
4-hour blocks monthly, 8a-12p, protected academic time available via Zoom
Fellows will receive Google calendar invites for these sessions and have access to the schedule with details and educational links. Attendence is recorded for compliance purposes.
Core Curriculum Lectures
TID Lecture
Fellows’ Journal Club (a second journal club is scheduled off site by the fellows)
DOM Shared Curriculum
These sessions are scheduled for all Department of Medicine Fellows to provide education on common topics and may be in person. Attendance is mandatory.
Annual Conferences
Infectious Diseases Fellows are expected to attend the following conferences.
Emerging Infections in Clinical Practice
The goal is to provide state-of-the-art talks and roundtable discussions on topics of highest priority in the field of Emerging Infections and Bioterrorism, presented by U of M faculty, the Minnesota Department of Health and national experts. Infectious Diseases fellows are provided free registration and are expected to attend and participate in the discussions. This is usually held on a Friday in November and fellows are excused from clinical duties to attend.
Mayo Clinic / UMN Infectious Diseases Fellows’ Forum
This meeting, which occurs in the Spring in Rochester, MN, or at UMN involves ID fellows from across the country. It includes research presentations by fellows, faculty lectures, and a career-planning component. Fellows are excused from clinical duties to attend.
Spink and Wannamaker Lectures
These two annual lectures bring world authorities in Infectious Diseases to the University of Minnesota as guest lecturers. Fellows meet informally with the visiting professors to discuss their research and career plans.
The Wesley Spink Memorial Lecture is coordinated through the Department of Medicine and is usually scheduled in November. The lecture is conducted during a Thursday Grand Rounds slot (1205 -1pm). Fellows are also expected to attend the informal gathering with the guest lecturer the night before.
The Lewis W Wannamaker Memorial Lecture is conducted by the Department of Pediatrics and is currently on hold.
Robert P. Hebbel Department of Medicine Research Day
This is usually held in May. Fellows present their research at an evening poster session (along with presenters from UMMC, VAMC, HCMC, ANW, and Regions), and can attend a lunch lecture and discussion with the designated distinguished visiting professor.
Infectious Diseases Society of America Annual Meeting
Fellows are excused to attend this ID Week annual conference and are granted a travel budget at the beginning of each academic year. All fellows are encouraged to submit abstracts which are usually due in May. Weekend attendance of this meeting takes the place of a weekend of call for any fellow on a clinical rotation during the month of ID Week.
Fellows Day and ID Board Review sessions occur just prior to the main IDSA meeting and fellows are excused to attend this pre-meeting day.
In-Training Examination
Fellows should take the In-Training Examination (ITE) twice during their fellowship program. The program will cover the cost for two examinations. The results of the test assist fellows as well as the fellowship program director to identify strengths and weaknesses of both the fellow and the training program. The exam is offered annually the first Tuesday in February. This exam should not be considered high-stakes, but be used as a tool to assess the competency of your medical knowledge.