Essential knowledge for junior doctors regarding infectious disease control: a modified Delphi study

• Published in: European journal of public health Vol. 29; no. Supplement_4
• Main Authors: van den Berg, N M, de Hoog, M L A, Seeleman, M C, Jambroes, M
• Format: Journal Article
• Language: English
• Published: Oxford Oxford University Press 01.11.2019; Oxford Publishing Limited (England)
• Subjects: Antibiotic resistance; Antibiotics; College students; Colleges & universities; Control methods; Curricula; Curriculum development; Delphi method; Disease control; Experts; Family physicians; Infections; Infectious diseases; Internet; Knowledge; Knowledge bases (artificial intelligence); Learning; Literature reviews; Medical education; Medical personnel; Physicians; Principles; Public health; Public health education; Qualitative analysis; Qualitative research; Respondents; Training; Netherlands
• ISSN: 1101-1262; 1464-360X
• DOI: 10.1093/eurpub/ckz185.670

Abstract Background Physicians play an important role in the control of emerging infections and antibiotic resistance. Therefore, all physicians should have sufficient knowledge regarding infectious disease control. It is unknown what knowledge is considered as sufficient; the Dutch National Framework on learning outcomes for medical curricula only offers general terms for this topic. The aim of this study was to determine which learning items are considered as essential knowledge for junior doctors in the Netherlands. The results can support curriculum development regarding infectious disease control. Methods An online two-round Delphi study was performed, involving four expert groups: general practitioners; public health physicians; medical students; and educational coordinators of Dutch universities. Experts were asked to rate sixteen learning items, selected by a literature review. A learning item was considered as essential knowledge if at least 80% consensus was reached on a 5-point Likert scale. Respondents were able to explain their score, to alter the exact wording after each learning item and to add learning items. This input was used for qualitative analysis, in addition to the quantitative scores. Results Both rounds of the study were completed by 27 experts. Six learning items were identified as essential knowledge based on the 80% criterion. By combining qualitative and quantitative data, two additional learning items were identified. Important learning items were mainly focused on understanding and applying basic principles on a case, like identifying measures to prevent spread of infections based on transmission route. Conclusions To our knowledge, this study is the first to identify a list of essential learning items on infectious disease control, which can be used for training purposes. This list supports curriculum development in medical education and strengthens the infrastructure for infectious disease control in the Netherlands by training professionals. Key messages The Delphi method helped us to identify essential knowledge concerning infectious disease control for junior doctors. The results can be used to increase the knowledge base for this topic. Essential knowledge focuses mainly on understanding and applying basic principles to a case. Detailed knowledge is considered less important, provided that physicians know where and when to find it.