Appendix page 2

Appendix

2018-2022 LEAP Experiential Curriculum

Introduction: The LEAP experiential curriculum is broken into four distinct domains in which fellows should gain experience. The focus of the LEAP fellowship is experiential learning, and thus each domain is broken into core experiences as well as supplementary activities. This curriculum document should serve to steer the activities of LEAP fellows, though fellows should absolutely not feel constrained to just these activities and should explore other activities of interest as well during the course of their LEAP year. Core experiences: These are experiences that fellows should try to ensure they participate in during the course of the LEAP year. Being a core experience does not mean that the fellow needs to continuously be involved in that activity, but that they should have enough involvement that they understand the activity, its role and function, the principles that underlie the activity and how it relates to associated activities. Supplemental experiences: These are experiences that fellows should be on the lookout for and that may be extremely helpful to participate in. Supplemental experiences may not always be available at every single training site and are thus not considered mandatory; however, fellows with greater interest in a domain may want to seek out these supplemental experiences to gain a greater understanding of the topic. Domains: Health care leadership/quality improvement science • Experiences

• Core

• Adverse event/sentinel event debriefing – Attend an adverse event that is ID related, such as a health care-associated infection, sentinel surgical site infection or sepsis death.

• Safety and quality committee meeting(s) – Attend and observe a safety and quality committee meeting to gain exposure to the concept of hospital safety metrics, hospital scorecards and department/division improvement reporting.

• Incident command center opening – Attend and observe how a hospital incident command center functions and how reporting and communications are managed during crises. This can also be a modified incident command infrastructure (e.g., for COVID-19 response).

• Hospital accreditation survey/state licensing survey preparatory rounds/meetings (i.e., tracer rounds, survey audits) – Get to know how accreditation surveys proceed, what kinds of data are viewed/gathered, how hospital locations and divisions are examined and prepared, and how to act during surveys.

• Media communications training – Leadership in infectious diseases often requires communication with the lay press about topics such as community outbreaks, communicable diseases or emerging infectious diseases. It is strongly encouraged that each fellow request media training through the hospital’s communications department. Communications training is helpful for any trainee who expects to be in a leadership position at some point.

• Supplemental

• Medical leadership training program(s) – If offered by your institution, medical leadership training can be helpful in learning the language of health care leadership, as well as the techniques and approaches used by health care management and businesspeople.

• Implementation science/change management training – Often referred to by trade names such as LEAN/Six Sigma/Belt training, Kepner-Tregoe analysis or PDSA quality improvement training, these change management techniques are extremely helpful in learning how to approach practice and organizational changes in a successful manner.

• Safe/effective health care communications training – Sometimes referred to by specific terms such as SBAR, huddles, checklists, time-outs or debriefs, education in safe and effective health care communications is helpful for any leader who is expecting to lead, manage or oversee groups of personnel.

• Rapid improvement event (i.e., Kaizen event) – RIEs are usually days-long intensive sessions that attempt to redesign particularly troublesome or change-resistant processes within hospitals. They often use an assortment of change-management techniques and demonstrate the utility of rapid prototyping and the multifactorial impact of change in the health care setting. They can be a powerful tool for rapid change and measurement and analysis of the effect of change in a complex setting. Fellows can learn how these events are conducted, their pros and cons, and in what circumstances they’re generally used.

• IDSA Leadership Institute--Empowers infectious diseases and HIV practitioners to be future leaders. https://www.idsociety.org/education--training/idsa-leadership-institute/ (paid option)

• Supporting literature

• Institute of Medicine (U.S.). Committee on Quality of Health Care in America. To Err is Human: Building a Safer Health System [Internet]. Kohn LT, Corrigan JM, Donaldson MS, editors. Washington (DC): National Academies Press (US); 2000 [cited 2018 Aug 7]. Available from: http://www.ncbi.nlm.nih.gov/books/NBK225182/

• Institute of Medicine (U.S.), editor. Crossing the quality chasm: A new health system for the 21st century. Washington, D.C.: National Academy Press; 2001. 337 p.