Methods: Kern’s Six Step Approach to Curriculum Development for Medical Education was employed in this project. Referencing the Internal Medicine Subspecialty Milestone Project, a needs assessment instrument was developed from the milestones associated with readiness for unsupervised practice. The PrICELESS mnemonic was devised to characterize specific infectious diseases roles. Within each of these roles, entrustable professional activities (EPAs) were constructed to embody the breadth of associated responsibility. The EPAs were mapped to the Accreditation Council for Graduate Medical Education (ACGME) Core Competencies and subcompetencies. Using this map and the needs assessment responses, the highest yield EPAs for our training program were identified.
Results: The needs assessment survey was administered to twenty faculty and fellows with an overall response rate of 75%. Five of the twenty-six EPAs were identified as highest yield to guide further curricular components. The curriculum employs educational strategies of experiential learning, role modeling, problem based learning, reflection, and asynchronous case based discussions. Assessment of specific rotation objectives involves rubrics and 360-degree learner evaluations. Each fellow maintains an online professional development portfolio with evidence to satisfy each EPA. The clinical competency committee reviews the portfolios prior to reporting milestones to ACGME and awarding graduated independence and responsibility to each fellow (Figure 1).
Conclusion: A customized curriculum for Infectious Diseases fellowship was developed based on the PrICELESS Entrustable Professional Activities and a local needs assessment. This curriculum will be implemented in July 2015 with the goal of integrating our learners into the vital activities of infectious disease practitioners, thereby increasing enthusiasm and expertise in our specialty.
S. Lee, None