Topics In Infectious Diseases Research Articles

Language discrepancies in the performance of generative artificial intelligence models: an examination of infectious disease queries in English and Arabic

BackgroundAssessment of artificial intelligence (AI)-based models across languages is crucial to ensure equitable access and accuracy of information in multilingual contexts. This study aimed to compare AI model efficiency in English and Arabic for infectious disease queries.MethodsThe study employed the METRICS checklist for the design and reporting of AI-based studies in healthcare. The AI models tested included ChatGPT-3.5, ChatGPT-4, Bing, and Bard. The queries comprised 15 questions on HIV/AIDS, tuberculosis, malaria, COVID-19, and influenza. The AI-generated content was assessed by two bilingual experts using the validated CLEAR tool.ResultsIn comparing AI models’ performance in English and Arabic for infectious disease queries, variability was noted. English queries showed consistently superior performance, with Bard leading, followed by Bing, ChatGPT-4, and ChatGPT-3.5 (P = .012). The same trend was observed in Arabic, albeit without statistical significance (P = .082). Stratified analysis revealed higher scores for English in most CLEAR components, notably in completeness, accuracy, appropriateness, and relevance, especially with ChatGPT-3.5 and Bard. Across the five infectious disease topics, English outperformed Arabic, except for flu queries in Bing and Bard. The four AI models’ performance in English was rated as “excellent”, significantly outperforming their “above-average” Arabic counterparts (P = .002).ConclusionsDisparity in AI model performance was noticed between English and Arabic in response to infectious disease queries. This language variation can negatively impact the quality of health content delivered by AI models among native speakers of Arabic. This issue is recommended to be addressed by AI developers, with the ultimate goal of enhancing health outcomes.

Medical knowledge of ChatGPT in public health, infectious diseases, COVID-19 pandemic, and vaccines: multiple choice questions examination based performance.

At the beginning of the year 2023, the Chatbot Generative Pre-Trained Transformer (ChatGPT) gained remarkable attention from the public. There is a great discussion about ChatGPT and its knowledge in medical sciences, however, literature is lacking to evaluate the ChatGPT knowledge level in public health. Therefore, this study investigates the knowledge of ChatGPT in public health, infectious diseases, the COVID-19 pandemic, and its vaccines. Multiple Choice Questions (MCQs) bank was established. The question's contents were reviewed and confirmed that the questions were appropriate to the contents. The MCQs were based on the case scenario, with four sub-stems, with a single correct answer. From the MCQs bank, 60 MCQs we selected, 30 MCQs were from public health, and infectious diseases topics, 17 MCQs were from the COVID-19 pandemic, and 13 MCQs were on COVID-19 vaccines. Each MCQ was manually entered, and tasks were given to determine the knowledge level of ChatGPT on MCQs. Out of a total of 60 MCQs in public health, infectious diseases, the COVID-19 pandemic, and vaccines, ChatGPT attempted all the MCQs and obtained 17/30 (56.66%) marks in public health, infectious diseases, 15/17 (88.23%) in COVID-19, and 12/13 (92.30%) marks in COVID-19 vaccines MCQs, with an overall score of 44/60 (73.33%). The observed results of the correct answers in each section were significantly higher (p = 0.001). The ChatGPT obtained satisfactory grades in all three domains of public health, infectious diseases, and COVID-19 pandemic-allied examination. ChatGPT has satisfactory knowledge of public health, infectious diseases, the COVID-19 pandemic, and its vaccines. In future, ChatGPT may assist medical educators, academicians, and healthcare professionals in providing a better understanding of public health, infectious diseases, the COVID-19 pandemic, and vaccines.

Impact of the Febrile Podcast and Learning Resource as an Infectious Diseases Education Platform.

Febrile is an infectious diseases (ID) podcast and learning platform with the aim of providing high-quality and accessible ID content for learners. We describe the use of Febrile as a resource for learning and teaching ID as well as learner satisfaction and perceived impact on clinical practice. The Febrile platform was launched in December 2020 and includes audio podcast episodes, infographics, and detailed online summaries of adult and pediatric ID topics. Production and contributor information is summarized. Podcast, website, and social media engagement is reported from available quantitative analytics. An online anonymous survey was conducted to assess educational impact. After 3 years of operation, Febrile has produced 90 episodes and has been downloaded >460 000 times in 196 countries, with the majority of its audience (58.9%) listening from within the United States. A total of 230 participants from 30 countries and 38 US states completed the survey, of whom 79 (34.5%) were ID fellows in training and 78 (34.2%) were ID faculty physicians. Seventy-two percent of survey respondents reported visiting the website, and 82% had seen an infographic. Enhancing core ID knowledge was the primary driver for listening. Two-thirds of respondents indicated that information learned from Febrile has changed their practice, and 50% have used Febrile as a way to teach others. Febrile also led to favorable impressions of ID for those considering ID as a career. Febrile is an engaging platform for ID medical education and provides a unique resource within the global ID community.

Systematic online academic resource (SOAR) review: Pediatric respiratory infectious disease.

Free open access medical education (FOAM) resources have become increasingly popular in graduate medical education. Despite their accessibility, the assessment of FOAM resources' quality is challenging due to their decentralized nature and the diverse qualifications of their authors and distribution platforms. In this first pediatric systematic online academic resource (SOAR) review, we utilized a systematic methodology to aggregate and assess the quality of FOAM resources on pediatric respiratory infectious disease topics. We searched 177 keywords using FOAMSearch, the top 50 FOAM websites on the Social Media Index, and seven additional pediatric emergency medicine-focused blogs. Following a basic initial screen, resources then underwent full-text quality assessment utilizing the revised Medical Education Translational Resources: Impact and Quality (rMETRIQ) tool. The search yielded 44,897 resources. After 44,456 were excluded, 441 underwent quality assessment. A total of 36/441 posts (8% of posts) reached the high-quality threshold score (rMETRIQ ≥ 16). The most frequent topics overall were pneumonia and bronchiolitis. A total of 67/441 posts (15% of posts) were found to have a rMETRIQ score of less than or equal to 7, which may indicate poor quality. We systematically identified, described, and performed quality assessment on FOAM resources pertaining to the topic of pediatric respiratory infectious disease. We found that there is a paucity of high-quality posts on this topic. Despite this, the curated list of high-quality resources can help guide trainees and educators toward relevant educational information and suggest unmet needs for future FOAM resources.

Health inequalities in infectious diseases: a systematic overview of reviews

ObjectivesThe aim of this systematic overview of reviews was to synthesise available evidence on inequalities in infectious disease based on three dimensions of inequalities; inclusion health groups, protected characteristics and...

Go V.I.R.A.L.: Social Media Engagement Strategies in Infectious Diseases.

Social media has emerged as a tool to facilitate communication and dissemination of information for both patients and healthcare professionals. We describe 3 social media engagement strategies used to reach a broad and diverse audience on the topics of infectious diseases and antimicrobial stewardship, including the use of memes, a clue-based knowledge assessment quiz, and a personality quiz. We describe a novel acronym "VIRAL" to guide engaging social media strategies in healthcare, including eye catching Visuals, Interactive content, showing Respect and empathy for the audience, Adapting to new technology, and making Learning fun.

5 infectious disease topics to watch

Experts at the AMMI Canada conference in Vancouver shared hot topics in infection control, from the changing role of infectious disease (ID) physicians to striking research on masks and air filters. They also highlighted growing concern about drug-resistant infections and new data on the dangers of

6. Recent Topics in Viral Infectious Diseases

6. Recent Topics in Viral Infectious Diseases

Evaluation of an Infectious Diseases Elective for Early Clinical Medical Students on Their Internal Medicine Clerkship.

BackgroundEarly medical subspecialty training is an emerging trend in medical education. These electives are still rare for Early Clinical Medical Students (ECMS). We describe the introduction of an Infectious Disease (ID) inpatient consult rotation elective for ECMS.MethodsIn addition to seeing patients and rounding with the inpatient ID consult team, we created a supplemental curriculum to provide added support for ECMS that included a checklist of clinical skills learning objectives, self-directed, publicly available mini-lectures on ID topics, and an ID Coach who provided directed and personalized tutoring for students. We surveyed ECMS, ID fellows and attendings on service, and ID Coaches to evaluate the acceptability, feasibility, and effectiveness of this rotation and curriculum.ResultsThe majority of ECMS reported that the rotation was a useful educational experience and that the ID Coach was one of the most valuable aspects of the rotation. The majority of ID fellows and attendings reported that working with ECMS improved their job satisfaction and well-being.ConclusionsThis multifaceted approach to early medical subspecialty training was valuable for ECMS, ID fellows, and faculty. Ongoing improvements in this curriculum will provide a useful tool for medical education.

P04 An evaluation of antimicrobial stewardship education in the School of Pharmacy of an Irish university—a mixed methods study

BackgroundAntimicrobial stewardship (AMS) is essential to control the emergence of antimicrobial resistance (AMR) which has become an international health priority. Education of undergraduate students on AMS and AMR is a strategic objective in the WHO Global Action Plan on AMR and Ireland's National Action Plan.1,2 Research on AMS/AMR education has focused primarily on medical students with less emphasis on those from other healthcare profession including pharmacy students.ObjectivesTo investigate AMS and AMR education in the Pharmacy undergraduate programme in the School of Pharmacy of an Irish University.MethodsA mixed methods study was conducted. Ten semi-structured interviews were conducted in October 2019 with academic staff to capture their views on AMS education. Participants included staff members from different disciplines, those identified as involved in teaching elements of infectious disease, antibiotics, AMS and related topics, and those involved in curriculum design and approval within the School of Pharmacy. Interview transcripts were analysed by thematic analysis. An electronic survey of 17 questions was emailed to all second to fifth year UCC Pharmacy students in October 2019 to gather students’ views and experiences of AMS education. The survey contained four sections which addressed demographics, AMS, resources and education using open-ended, closed-ended or Likert-scale questions. Ethical approval was obtained.ResultsSix key themes were identified from the ten interviews: (i) curriculum priorities and capacity; (ii) housing of the subject, fragmentation and cohesion; (iii) integration; (iv) communication; (v) teaching methods; and (vi) assessment methods. 113 students participated in the survey (32.3% response rate). 96% agree that a strong knowledge of antimicrobials for their future careers is important, and over 89% of students desire more education on AMR and AMS. Only 43% of students found their AMS education provided sufficient preparation for practice. Students felt most prepared to recognize clinical signs of infection and least prepared for IV to oral switching, interpreting biological marker and de-escalation of antimicrobials. Over 50% of students never used or were not familiar with the national primary care antimicrobial guidelines: www.antibioticprescribing.ie.ConclusionsPharmacy students and staff agree that AMS and AMR are important and need enhanced educational focus. Students feel there are gaps in their AMS education and expressed a desire for more education in this area. Improved communication and identification of curriculum priorities by staff could help to establish a more cohesive and comprehensive educational approach to this area.

618. Characteristics and Outcomes of an Outpatient Infectious Diseases E-consult Program at a County Safety-Net Healthcare System

BackgroundSafety-net healthcare systems often have significant demands for specialty care due to large patient volumes. Infectious Disease (ID) e-consults have the capability to relieve some of this burden by presenting providers with an alternative to face-to-face ID referrals that also lessens financial, travel, and time constraints on patients. Such a system offers the prospect of increasing access to ID care for patients in limited resource settings.MethodsWe performed a retrospective review describing characteristics and outcomes of all outpatient ID e-consults at Parkland Health and Hospital System in Dallas, Texas from March 2018 – February 2021. ResultsIn the study period, 725 e-consults were completed. All e-consults were answered within 72 hours per hospital policy. The most common e-consult topics were 135 (19%) tuberculosis (TB), 116 (16%) syphilis, 97 (13%) respiratory and 79 (11%) musculoskeletal (Figure 1). Nearly two-thirds of the e-consults 456 (63%) came from primary care providers (PCPs). The remainder came from specialists with the most common referring specialties being GI 55 (8%), Hematology/Oncology 36 (5%), Rheumatology 28 (4%) Neurology 27 (4%), and Dermatology 22 (3%) (Figure 2). The majority of e-consults 569 (78%) were resolved without a face-to-face visit. Figure 1. Number of E-consults over Time, by Topic Figure 2. E-consult Topics by Referring Specialty ConclusionImplementation of an outpatient ID e-consult program at a large safety-net healthcare system was an effective means of providing timely input on common ID topics, such as latent TB and interpretation of syphilis serologies, without formal clinic visits. E-consults were able to service a range of providers including PCPs and a variety of specialties, and most e-consults were completed without a clinic visit.Disclosures All Authors: No reported disclosures

Status of infectious disease content in the professional pharmacy curriculum in Saudi Arabia: Results of a national survey

ObjectivesAntimicrobial resistance is one of the main global problems faced by healthcare institutions. Healthcare professionals as service providers must have a basic understanding of this emerging threat; additionally, considering the evolving role of pharmacists in both the community and hospital setting, it is crucial that pharmacists are part of the fight against this threat. Therefore, this study aimed to assess infectious disease subjects covered in the pharmacy curriculum in Saudi Arabia, to evaluate teaching and knowledge assessment strategies concerning infectious diseases, and to explore challenges faced by faculty members in teaching infectious disease courses. MethodsWe constructed a questionnaire with 26 items and sent it to infectious disease faculty members at 26 Saudi Arabian pharmacy colleges. It included questions regarding the faculty and institution, infectious disease topics, hours dedicated to each topic, and tools and strategies used in the courses for better understanding and assessment of students. In addition, we enquired about the faculty members’ current satisfaction of, and future plans for, the curriculum. ResultsThe questionnaire was completed by infectious disease faculty members, department chairs, or college deans. Among the respondent schools, 85.5% were governmental and 14.5% were private institutions. The majority of colleges (98.2%) followed a semester format schedule, with 67.3% offering solely the Doctor of Pharmacy (PharmD) program. More than 78% of respondents covered all tier 1 infectious disease topics from the American College of Clinical Pharmacy Pharmacotherapy Didactic Curriculum Toolkit. The main tool used for teaching was lectures (94.5%), while patient case application was the main teaching strategy (54.5%). Approximately 63% of respondents thought that the curricula were adequate when they were asked about their opinion of the curricula coverage, and 63.64% thought that the curriculum provided adequate baseline knowledge on infectious diseases for the following 5 years. ConclusionsThe study revealed variations in infectious disease topics covered and the time dedicated to them among pharmacy colleges in Saudi Arabia. The faculty members who responded to our questionnaire were generally satisfied with their infectious disease curriculum. To the best of our knowledge, this is the first study to assess infectious disease curricula among Saudi pharmacy colleges. Thus, the findings of this study may encourage faculty members to advocate for the standardization of infectious disease courses offered at Saudi Arabian pharmacy colleges.

Croup and Your Young Child

Patient Education| 2021 Croup and Your Young Child Connected Content Translation: El crup y su hijo pequeño: (Croup and Your Young Child) Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Share Icon Share Facebook Twitter LinkedIn Tools Icon Tools Get Permissions Cite Icon Cite Search Site Citation Croup and Your Young Child. Pediatric Patient Education 2021; 10.1542/peo_document024 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search nav search search input Search input auto suggest search filter All AAP SitesAll PublicationsPediatric Patient Education Search Advanced Search Subjects: Managing Infectious Diseases Topics: croup, stridor, inspiration Croup is a condition that causes a swelling of the voice box (larynx) and windpipe (trachea). The swelling causes the airway below the vocal cords to become narrow and makes breathing noisy and difficult. It is most commonly caused by an infection. Children are most likely to get croup between 3 months and 5 years of age. As they get older, it is not as common because the windpipe is larger and swelling is less likely to get in the way of breathing. Croup can occur at any time of the year, but it is more common in the fall and winter months. Viral croup. This is the most common type of croup. It is caused by a viral infection of the voice box and windpipe. It often starts out just like a cold, but then it slowly... Copyright © 2009 American Academy of Pediatrics, Updated 08/2014. All rights reserved. You do not currently have access to this content.

Ten years of weekly epidemiological teleconference (EpiLag) - an effective and time-efficient tool for infectious disease event information, Germany, 2009-2018.

In 2009, the Robert Koch Institute (RKI) and the 16 German federal state public health authorities (PHAs) established a weekly epidemiological teleconference (EpiLag) to discuss infectious disease (ID) events and foster horizontal and vertical information exchange. We present the procedure, discussed ID topics and evaluation results of EpiLag after 10 years. We analysed attendance, duration of EpiLag and the frequency of reported events. Participants (RKI and state PHA) were surveyed regarding their satisfaction with logistics, contents and usefulness of EpiLag (Likert scales). Between 2009 and 2018, RKI hosted 484 EpiLag conferences with a mean duration of 25 min (range: 4-60) and high participation (range: 9-16; mean: 15 PHAs). Overall, 2975 ID events (39% international, 9% national and 52% subnational) were presented (mean: 6.1 per EpiLag), most frequently on measles (18%), salmonellosis (8%) and influenza (5%). All responding participants (14/16 PHAs and 9/9 at RKI) were satisfied with the EpiLag's organization and minutes and deemed EpiLag useful for an overview and information distribution on ID events relevant to Germany. EpiLag is time efficient, easily applicable and useful for a low-threshold event communication. It supports PHAs in crises and strengthens the network of surveillance stakeholders. We recommend its implementation to other countries or sectors.

274TF Doc in the Box Infectious Disease Card Game: Novel Interactive Method to Introduce Broad Topics in Infectious Disease

Study Objectives: The current world population is estimated to be over 7 5 billion and growing This rapid population growth, along with urbanization, migration, globalization, travel make us more interconnected than ever but presents new challenges in infectious diseases The World Health Organization names communicable conditions among the top 10 causes of death globally Physicians, especially emergency physicians are likely to be in the front lines of common and emerging infectious diseases as demonstrated during the COVID-19 pandemic Among US residency specialties offering global health training, emergency medicine ranks amongst the highest of the different specialties Therefore, knowledge of infectious diseases is important for health care delivery However, teaching a wide range of topics in infectious diseases is impossible This novel game is designed to introduce many of the topics to learners of various levels and to supplement their existing learning modalities Specifically, objectives were: (1) To supplement infectious disease knowledge to what is already provided in a standard curriculum in an interactive and engaging way with a novel card based game, (2) Encourage self-directed learning of otherwise unfamiliar infectious disease topics Methods: The University of Utah residency uses the foundations of emergency medicine model for the didactic curriculum The proposed learning modality was implemented in the infectious disease block, during weeks two and four of the block A survey which employed likert scale responses and open responses was distributed to the residents to assess the game Results: After completion of this activity, while this is a small sample of residents, the card game based teaching modality met its objectives Most residents replied the game was engaging in terms of level of effort All residents felt the game improved their knowledge from prior to the game All residents also agreed or strongly agreed the game introduced a variety of infectious disease topics well including esoteric subjects All residents agreed or strongly agreed that the game stimulated curiosity and learner interest All residents agreed or strongly agreed that the game allowed for all learners to participate and was appropriate for medical students and residents Open comments stated that the game was a new fun approach to the topic, that it stimulated conversation, and that a similar modality should be done in other blocks Conclusion: The proposed card game is well suited to be implemented as a supplement to lectures The game was an engaging and interactive method to teach infectious disease topics which encouraged self-learning based on the player’s baseline knowledge More trials should be done with other residency programs, other specialties, and different levels of medical training to further investigate if these findings apply outside our program [Formula presented]

Trainee doctors in medicine prefer case-based learning compared to didactic teaching.

Background:Sustaining interest and promoting deep learning is a challenge in any teaching method. The purpose of the study is to find the perception of trainee doctors in Internal Medicine and teaching faculty on the usefulness of case-based learning (CBL) and to compare assessment knowledge outcome with didactic seminars.Methods and Materials:We developed and conducted a CBL teaching program on eight topics in infectious diseases. First group had CBL and second group had didactic seminars. In step 1, a clinical case was introduced in stages. Learning objectives were formulated and topics were divided among the trainees. At step 2, trainees shared what they had learnt from self-directed learning. Faculty summarized the case and learning points. In the seminar group, trainees made presentations on the given topics. Trainees who had CBL underwent a questionnaire survey. Multiple choice questions-based test was administered for both the groups.Results:The trainee doctors and staff overwhelmingly found CBL to be more interesting, stimulating, and useful compared to didactic seminars. There was no statistical difference in the test scores.Conclusions:CBL is a useful and interesting method of learning and should be employed more often in teaching for trainee doctors.

A Comprehensive Survey of Infectious Diseases Curriculum Among US Pharmacy Schools

Objective. To describe what and how infectious diseases (ID) topics are taught in US schools of pharmacy and summarize pharmacy faculty members' and students' perceived successes and challenges in teaching and learning about ID. Methods. A 23-item survey instrument was distributed electronically to ID faculty members at 137 US pharmacy schools. Data collected included curricular hours and format, topics covered, active-learning strategies, and curricular successes and concerns. Results. Surveys were collected from 106 schools (77% response rate). Infectious diseases curricula were allotted a median of 60 (IQR=40) hours of classroom time. Respondents dedicated 33% of curriculum hours to ID fundamentals and 66% to disease states. Greater than 94% of schools taught all tier one ID topics from the 2016 American College of Clinical Pharmacy Pharmacotherapy Didactic Curriculum Toolkit. Curricula were primarily delivered through traditional lectures rather than active learning (75% vs 25% of classroom time, respectively). The median number of active-learning strategies used was four (IQR=3). The most common active-learning modalities used either consistently or frequently were patient case application (98%) and audience response systems (76%). The most common successes cited by faculty members were implementation of active learning, the "real-world" applicability of the ID topics, and the breadth of topics and topic exposure covered in the curriculum. The most common concerns were a lack of time to cover material and the amount of material covered. Conclusion. Increased communication and collaboration between ID educators is warranted to increase consistency of ID education and distribution of educational innovations.

2554. A Standardized Medicine Resident Curriculum: Content Survey for an Infectious Diseases Rotation

BackgroundThere have been few studies performed or guidelines made to address which topics in Infectious Diseases (ID) should be essential for medicine residents to learn during their training for their future practice of clinical medicine. Furthermore, when residents rotate on ID specialty electives, rarely is there formalized, standardized instruction tailored to residents. Thus, the purpose of this project is to define which core topics in ID residents should focus on learning during their training as pertains to clinical practice rather than for simply passing Internal Medicine (IM) board exams, which many programs tend to instead use as a guide for teaching ID content.MethodsAn online survey was designed and distributed to the faculty of the University of Chicago Medicine (UChicago) IM and ID sections. The survey was 8 questions, one of which was to rank 28 topics in ID on a modified 5-point Likert scale (1 = “absolutely unimportant;” 5 = “absolutely essential”) with regards to importance for a resident to practice general medicine. A cutoff for inclusion was ≥ 4.0 (moderate importance) and ≥ 25% of the faculty ranking the topic as absolutely essential. Open-ended feedback was encouraged and evaluated via a semi-structured evaluation.ResultsThe survey was distributed to the 88 attendings in the UChicago ID and general IM sections. The response rates were 85% (ID) and 44% (IM). Ten of the 28 topics were ranked ≥ 4.0 (moderate importance) and had ≥ 25% of the faculty designate the topic as absolutely essential (Figure 1). Open-ended feedback included to focus on value-based care, to include Infection Control, and to focus on areas not taught in other aspects of their residency curriculum such as in their outpatient rotations. A majority (61%) indicated that 2–5 hours of structured teaching (lectures, online modules, etc.) would be most appropriate during a 2-week ID specialty rotation.ConclusionThis project defined the core topics in ID that medicine residents should focus on learning during their training. The next step will be a needs-assessment to survey baseline resident knowledge of the above topics. The ultimate the goal will be to design, deliver, and evaluate an ID curriculum that focuses on teaching this core content. Disclosures All authors: No reported disclosures.

Biomedical Research Investments in Africa: An Analysis from the World RePORT Database

Background: Concern over the impact of HIV/AIDS has spurred significant investment in research and training in African institutions. In 2013, eight of the largest funders of biomedical research launched World RePORT, an open-access, visual database of research grants intended to identify synergies and gaps in research funding. We reviewed data from World RePORT for lessons learned and an assessment of the value of the database in developing new priorities for health research. Methods: Partners provided data on both direct grants awarded to African researchers and through collaborations with African institutions. We queried 2017 World RePORT Africa data to analyze the landscape and examined 2012-17 data to visualize funding trends in research on Ebola, sickle cell disease, diabetes, and cancer. Findings: In 2017, there were 3,794 research activities at 1,013 institutions across 44 African countries. Three countries-South Africa, Kenya, and Uganda-accounted for over half the records. Fifty-seven institutions receiving ten or more grants accounted for 54% of the total awards, but three-quarters of African institutions had only one or two grants. HIV/AIDS (49%), tuberculosis (16%), and malaria (10%) were the most common infectious disease topics and one third of grants were awarded for several categories of noncommunicable diseases (NCDs): cancer (14%), mental health (7%), and diabetes (3%). Marked increases in research on Ebola were evident after the 2014 outbreak, and funding for sickle cell disease, cancer and diabetes rose more slowly over time. Interpretation: World RePORT maps a landscape of biomedical research investments. In Africa HIV/AIDS remains the largest focus, but funding has grown in other disciplines as well. African institutions have become centers of excellence with each hosting more than 25 international awards from multiple funders. Plans are underway to expand World RePORT to become a more comprehensive body of information on research investments. Funding: World RePORT is supported by contributions of data and/or funding from its partners. Declaration of Interest: No authors declare any competing interests. Ethical Approval: Not required.

A Case‐Based Discussion to Review Infectious Disease Therapeutics in a Graduate Physician Assistant Studies Program

Infectious disease therapeutics have historically been a difficult topic for the physician assistant students at University of Texas Medical Branch. Average test scores on the exam covering these topics are typically 5–10 points below the class average of other exams. In order to improve students' test scores and understanding of this material, a case‐based review session was added at the end of the infectious disease module.The review session began with a short lecture (~30 minutes) reviewing high yield concepts as preparatory material. The lecture slides were made available to students 2 days prior to the review session. Students were divided into small groups and assigned 1–2 short cases covering the different classes of infectious disease therapeutics. Each case included questions related to choosing the most appropriate treatment, the pharmacological characteristics of the treatment, and alternatives due to patient characteristics such as renal failure, pregnancy, and hepatic insufficiency. Students worked through cases in their small groups then reconvened to present their case and answers to the entire class. A post‐session survey was given to determine both student satisfaction with the session as well as the impact of the session on their knowledge and understanding of the material. Effectiveness was assessed by the test scores on the exam for the infectious disease module.Prior to the review session, 82% of survey respondents indicated that they lacked confidence in their knowledge of infectious disease topics. Following the review session, only 23% of respondents indicated that they still lacked confidence in their knowledge of these topics. 97% of survey respondents indicated that the review session was beneficial with the majority of respondents indicating that it was very beneficial. The survey also included a free response question for students to offer feedback on the session and ways to improve the session. Themes that were discovered in these answers included: 1) students felt that they should have studied more before attending the session, 2) have the cases instructor led rather than the majority of the discussion happen in the individual groups, and 3) incorporate the case studies into the lecture portion. Overall, the response to the review session was largely positive and the feedback will be useful for improving the review session next year. This format will be useful in developing review sessions for other pharmacology topics that the students struggle with.Support or Funding InformationThis study was not supported by a grant.This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.