2364. FACEing Infectious Disease Fellows: Growing and Culturing Clinician Educators


 
 
 Infectious diseases (ID) fellows are increasingly interested in clinician-educator (CE) careers. However, dedicated structured curricula for subspecialty fellows are uncommon due to limiting factors such as time, resources, and faculty expertise. At the University of California San Diego, we recruited fellows and faculty across several Internal Medicine subspecialties to develop a Fellow As Clinician Educator (FACE) course. We taught a core CE skillset and assessed its effects on self-reported confidence, content knowledge, and scholarly productivity.
 
 
 
 Principles from the Kern model were used to structure and build curricular content (Figure 1). Validated medical education survey methodology was used to create a survey to assess fellows’ confidence in 10 medical education domains. Content knowledge of foundational medical education principles was assessed using multiple choice questions. Fellows answered the survey and content questions before and after the course. Differences in self-reported confidence and content knowledge were assessed using paired, two-tailed t-tests. Medical education scholarly projects completed within one year of the course were also tracked.
 
 
 
 Thirteen fellows from ID (7), Geriatrics (3), and Pulmonary/Critical Care (3) participated in this course. Eleven (85%) completed both pre and post-course surveys. Confidence in giving an effective lecture, teaching on the wards and clinic, giving a chalk talk, giving feedback, and achieving career success as an educator increased significantly after the course (p< 0.05, Figure 2). Content knowledge in giving a lecture and teaching clinical reasoning increased significantly after the course (p< 0.05, Figure 3). Nine fellows participated in medical education scholarship in the year after the course with curriculum development, manuscript publication, and abstracts representing the areas of greatest participation (Figure 4).
 
 
 
 The FACE course successfully utilized multidisciplinary faculty to teach and improve fellows’ confidence in and content knowledge across multiple core medical education domains and increased scholarly output. Future directions for this course will include formal evaluation of participants’ teaching skills and CE career trajectories.
 
 
 
 All Authors: No reported disclosures.
