Methods: Through a consultative process with the AST and PIDS, we designed a 14-question survey that included areas such as trainee exposure to transplant recipients, self-knowledge and self-competency in fundamental topics and practice of pediatric TID respectively. The survey was sent via e-mail to all pediatric infectious diseases trainees listed on the PIDS registry.
Results: 60 of 169 replied (response rate 35%). Respondents included 1st year fellows (29%), and 2nd and 3rd year fellows (71%). 93% of respondents were from centers that performed transplants. 82% of trainees were unaware of the recommended curriculum for pediatric TID. While a majority of trainees (78%) indicated that they had received structured teaching in TID, most (>50%) ranked their knowledge in several areas such as donor selection, donor derived infections, and candidate risk assessment as poor or fair. A significant majority (>50%) also reported that their competency in areas such as performing a pre-transplant evaluation, advising on pre and post-transplant immunizations, and counseling families on infectious risks after discharge was poor or fair. Trainees identified strategies including additional rotations, teaching by experts, case-based learning, and development of a reference guide as methods to augment their TID training.
Conclusion: This survey pinpoints significant trainee self-identified gaps in pediatric TID knowledge and competency. Limitations include low survey response rate but appears weighted towards centers with transplantation. Strategies suggested can inform the development of learner-specific initiatives and curriculum in pediatric TID.
C. N. Kotton, None
D. Kumar, None
S. Huprikar, None
M. Michaels, None
J. Englund, None
B. C. Herold, None