Training in infectious diseases across Europe in 2021 – a survey on training delivery, content and assessment

Abstract

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Individual and institutional predisposing factors of MRSA surgical site infection and outcomes—a retrospective case-control-study in 14 European high-volume surgical centres

“…Greater efforts are required to further disseminate ID expertise considering the current inhomogeneity of training programmes as well as the distribution of ID specialists. 24 …”

The state of infectious disease training in Germany before introduction of the new board certification in internal medicine and infectious diseases: past experience and future expectations

“…The importance of new ID specialists in Germany should be discussed, as well as the need to integrate training in AMS and microbiology. One argument put forth is that the integration of AMS and microbiology rotations into the training curriculum would be beneficial as both disciplines touch on or include relevant aspects of infectious diseases [ 13 ]. Jippes et al showed that the successful implementation of a new postgraduate training should also take regional factors into account, and here the question of the increasing centralization of infection diagnostics certainly includes that a compulsory rotation can be mapped in a meaningful way [ 14 ].…”

“…Jippes et al showed that the successful implementation of a new postgraduate training should also take regional factors into account, and here the question of the increasing centralization of infection diagnostics certainly includes that a compulsory rotation can be mapped in a meaningful way [ 14 ]. This issue must be addressed critically and constructively, to ensure that the training is not only theoretically valuable but also practical and implementable [ 13 ]. Wijk et al reported that for a successful implementation of a programme it is necessary to form coalitions with others in addition to visions; this is particularly appropriate in the question of microbiology and clinical pharmacy, so that the interdisciplinary exchange is strengthened for all those involved in the project.…”

Exploring lemology teaching with “internet plus” flipped classroom pedagogy

“…By using students as the primary body and questions as the guidance, students’ knowledge systems become more complete and integrated [ 14 ]. Some studies have combined the development of the flipped classroom with CBL, WeChat, micro-class, and other ways to improve teaching [ 15 – 17 ]. It demonstrates that the flipped classroom teaching paradigm has been acknowledged.…”