Infectious Diseases Fellowship Program

    The Traditional/Research Track in the ID Fellowship program at Stanford offers outstanding clinical training and research opportunities for physicians who wish to specialize in infectious diseases. This fellowship is an ACGME-accredited program for which the primary goal is to prepare trainees for an academic career in basic science, clinical research, public health, epidemiology, industry, and others.

First Year: Clinical Training

    The first year of the training program is dedicated to providing clinical exposure to a broad spectrum of infectious diseases.  Fellows spend the majority of the year rotating through the infectious diseases consult services at our program’s three hospitals under the supervision of an attending physician.  These services include General ID at all three hospitals, the Transplant ID services at Stanford (which specialize in the care of patients with malignancies, solid-organ transplants, and hematopoietic cell transplants), ICU-ID at Stanford, and others.  Fellows also spend a month learning fundamental aspects of microbiology and virology in the clinical laboratory, a month rotating through subspecialty outpatient ID clinics, and training in antimicrobial stewardship / hospital epidemiology at Stanford.

    A continuity clinic is maintained one half-day per week throughout the first two years of training in the program: the first year in General Infectious Diseases clinic, and the second year in HIV clinic.  Fellows also participate in weekly didactic and research conferences.

    Dr. Brian Blackburn, Co-director of the ID fellowship training program, meets with each first-year fellow regularly regarding their progress and advises them regarding their clinical and research training.

Second and Third Year (and Beyond): Research

    Beginning in the second year, fellows spend the majority of their time involved in research activities. Our division offers an outstanding array of research opportunities in basic, clinical, epidemiologic, or translational science supported by NIH training grants and other funding resources.  This is done under the supervision of a mentor(s) who can be chosen from among the diverse and outstanding faculty within the Division of Infectious Diseases.  We also encourage fellows to choose a mentor from any Department at Stanford including the Department of Medicine, Pediatrics (Division of Infectious Diseases), the Department of Microbiology and Immunology, other faculty in the School of Medicine, and the larger Stanford University community (outside of the medical school).         

    Dr. Lucy Tompkins, Co-director of the ID fellowship training program, is responsible for facilitating each fellow’s research training and selection of mentors beginning in the first year of the program.  She meets with each fellow in the program regularly to assist and advise fellows regarding their progress and facilitates their opportunities for research support.  Each fellow is encouraged to select a faculty advisory panel to meet with them regularly to review and facilitate their research progress.

    Fellows typically spend three to six years as postdoctoral fellows in the program.  The division has an outstanding record of success in preparing and placing its trainees in prestigious faculty positions, public health careers, and industry.

    For more information about the Division of Infectious Diseases research labs and programs, please visit the Research page. 

    The Clinician Educator (CE) Track in the ID Fellowship program at Stanford offers training and educational opportunities to physicians who wish to specialize in the clinical practice and education of infectious diseases.  Our clinical fellowship combines clinical and teaching experiences into an experience tailored towards a clinical career in an academic environment.  The primary goals of the program are to train: (1) outstanding clinicians who will be adept at managing infectious diseases; and (2) future academic clinical educators.

First Year

    The first year of the CE Track is similar to the first year in the Research Track of our program, and is dedicated to providing clinical exposure to a broad spectrum of infectious diseases. Fellows spend the majority of the year rotating through the infectious diseases consult services at our program’s three hospitals under the supervision of an attending physician.  These services include General ID at all three hospitals, the Transplant ID services at Stanford (which specialize in the care of patients with malignancies, solid-organ transplants, and hematopoietic cell transplants), ICU-ID at Stanford, and others.  Fellows also spend a month learning fundamental aspects of microbiology and virology in the clinical laboratory, a month rotating through subspecialty outpatient ID clinics, and training in antimicrobial stewardship / hospital epidemiology at Stanford.

Second Year

    The second year of the CE Track includes time on clinical services as well as other activities geared towards training outstanding academic clinician-educators.  Elective opportunities include potential experiences in pediatric infectious diseases, hematopoietic cell transplantation, infection control, antimicrobial stewardship, and/or outpatient elective ID experiences including travel/tropical medicine clinic, orthopedic ID clinic, TB clinic, viral hepatitis clinic, immunocompromised host ID clinic and STD clinic, among others.

    A continuity clinic is maintained one half-day per week throughout the first two years of training in the program: the first year in General Infectious Diseases clinic, and the second year in HIV clinic.  Fellows also participate in weekly didactic and research conferences.

    In addition to clinical work, CE fellows participate in several scholarly activities, as chosen by the individual fellow.  A sampling of opportunities includes:

·   Antibiotic stewardship programs and other initiatives through the Stanford Hospital Infection Control Department
·   Publication of case reports, case series, and/or book chapters
·   Formal training in medical education
·   Participation in teaching activities for fellows, internal medicine housestaff, and/or medical students
·   Development of protocols in conjunction with ID faculty for use by our division or in collaboration with other consulting divisions
·   Developing quality improvement projects

    The program is supportive of CE Track fellows’ specific learning goals and aims to adapt the second year of the program to meet the needs of the individual fellow.

First Year

       The first year of the ASP Track is similar to the first year in the other fellowship tracks of our program, and is dedicated to providing clinical exposure to a broad spectrum of infectious diseases. Fellows spend the majority of the year rotating through the infectious diseases consult services at our program’s three hospitals under the supervision of an attending physician.  These services include General ID at all three hospitals, the Transplant ID services at Stanford (which specialize in the care of patients with malignancies, solid-organ transplants, and hematopoietic cell transplants), ICU-ID at Stanford, and others.  Fellows also spend a month learning fundamental aspects of microbiology and virology in the clinical laboratory, a month rotating through subspecialty outpatient ID clinics, and training in antimicrobial stewardship / hospital epidemiology at Stanford.

Second Year

        The second year of the ASP Track includes a small amount of time on clinical services, with at least 80% of the year dedicated to antimicrobial stewardship.  Under the guidance of Stanford’s world-class ASP program, this will include time on daily stewardship rounds, implementation of hospital-based projects in ASP and quality improvement, and long-term, longitudinal projects that we anticipate would result in publications and conference presentations.  Graduates of this track will become experts in ASP and well equipped to lead antimicrobial stewardship programs at hospitals nationally.

A continuity clinic is maintained one half-day per week throughout the first two years of training in the program: the first year in General Infectious Diseases clinic, and the second year in HIV clinic.  Fellows also participate in weekly didactic and research conferences.

First Year: Clinical Training

       The first year of the HE/IPC Track is similar to the first year in the other fellowship tracks of our program, and is dedicated to providing clinical exposure to a broad spectrum of infectious diseases. Fellows spend the majority of the year rotating through the infectious diseases consult services at our program’s three hospitals under the supervision of an attending physician.  These services include General ID at all three hospitals, the Transplant ID services at Stanford (which specialize in the care of patients with malignancies, solid-organ transplants, and hematopoietic cell transplants), ICU-ID at Stanford, and others.  Fellows also spend a month learning fundamental aspects of microbiology and virology in the clinical laboratory, a month rotating through subspecialty outpatient ID clinics, and training in antimicrobial stewardship / hospital epidemiology at Stanford.

Second Year

        The second year of the HE/IPC Track includes a small amount of time on clinical services, with at least 80% of the year dedicated to hospital epidemiology / infection prevention & control.  Under the guidance of Stanford’s world-class HE/IPC program, this will include time on daily HE/IPC rounds, participation in task forces and outbreak investigations, attendance at several regular HE/IPC hospital meetings, and long-term, longitudinal projects that we anticipate would result in publications and conference presentations.  Graduates of this track will become experts in HE/IPC and well equipped to lead such programs at hospitals nationally.

A continuity clinic is maintained one half-day per week throughout the first two years of training in the program: the first year in General Infectious Diseases clinic, and the second year in HIV clinic.  Fellows also participate in weekly didactic and research conferences.

   The ID/CC track is a 3-year program that provides two years of ID fellowship training (similar to the two years described above for CE Track fellows) followed by one year of Critical Care medicine.  Upon successful completion of both training programs, the fellow is Board eligible in Infectious Diseases and in Critical Care medicine. 

    Although this track is primarily designed for those who are interested in becoming Clinician Educators, Research Track fellows are also eligible to apply.  Fellows who let us know that they are interested in this joint experience will have their applications reviewed by both the ID and CCM programs, and for qualified candidates, interviews arranged with both ID and CCM faculty.

Please note, there is not a specific track for this in ERAS. You will apply to the track you wish to complete during the Infectious Diseases fellowship, e.g. CE, HE/IPC, ASP, Research.

ASP concentration: deepen understand of fundamental ASP organization, function, and interventions

ASP education:

• At least 9 second-year two-week ASP blocks (8/12 2^nd year electives + ASP rotation)
• Participate in at least 70 % of ASP journal clubs, small group discussions

ASP core experience:

• Develop and disseminate 1 institutional guideline
• Design and deploy 1 ASP medical education project
• Participate in at least 10 antibiotic stewardship rounds
• Actively participate in weekly programmatic meetings when on ASP blocks

Scholarly output:  (project scope with vary with fellow interest, time)

• Complete at least 1 ASP project (can be extension of the med ed or guidelines development)
• Present results of at least one ASP project locally and/or nationally and/or submit manuscript

Concentration Director: Marisa Holubar

HE/IPC concentration: deepen understand of fundamental HE/IPC organization, function, and interventions

HE/IPC education (blocks below are two weeks in length):

• At least 10 elective HE blocks
• Participate in at least one healthcare-associated infection task force per block
• Participate in at least one infection prevention rounds per block in inpatient, outpatient, ORs, or construction sites
• Biweekly one-on-one meeting with Hospital Epidemiologist for didactic time

HE/IPC core experience:

• Lead at least one quality improvement initiative related to HE/IPC
• Participate in at least one outbreak investigation
• Shadow at least once per block an Infection Preventionist to learn the basics of HAI surveillance
• Actively participate in weekly programmatic meetings when on HE/IPC blocks
• Participate in at least one statistical analysis

Scholarly output: (project scope will vary with fellow interest, time)

• Complete at least one HE/IPC project
• Present results of at least one project at a scientific meeting and/or submit a manuscript based on such results to a peer-reviewed journal

Concentration Director: Jorge Salinas

Goal: For infectious disease fellows to develop a set of skills in medical education which allows them to demonstrate an understanding of key principles of effective teaching and how to apply this knowledge to direct teaching experiences

Objectives:

1.     Demonstrate understanding of adult learning theory and how it can be applied to medical education by:

a.     Participation in the Mastering Medical Teaching Cohort or SHAPES via the Teaching and Mentoring Academy

b.     Completion of reading/listening on diverse topics in medical education (as outlined below) with discussion and/or written reflection on a topic of choice

2.     Apply principles of adult learning theory through direct teaching experience (at least one from each category) with direct observed feedback:

a.     Leading small group teaching (examples below):

                                              i.     Case conference moderation (at least 3 sessions with direct observer feedback)

                                             ii.     Moderation of small group teaching activity (example: microbiology curriculum)

                                            iii.     Journal Club (ID or other)

b.     Giving a didactic lecture or talk (examples below):

                                             i.     Lecture for Advanced Physician Practitioner (APP) class

                                             ii.     ID lecture series

                                             iii.     Grand Rounds (ID or other)

c.     Teaching during patient care duties/service

                                               i.     Chalk talk for rotating medical students or residents

3.     Create (and if applicable, apply) a tool using medium of choice to enhance learner understanding of a topic within the field of infectious diseases in a more simplified manner

a.     Examples include, but not limited to:

                                               i.     Infographic, “tweetorial”

                                             ii.     Podcast participation and/or creation

                                            iii.     Video series or written primer for learners (medical students, residents, fellows, etc)

                                            iv.     Order set or guideline development

                                              v.     Develop questions for the ID Fellows Cup

4.     Publish and/or present scholarly output on a longitudinal project (requirement fulfilled if participating in SHAPES). Venues for presentation include the Stanford Innovations in Medical Education Conference (SIMEC) and the ID Annual Research Day as well as regional or national meetings. Projects may include, but not limited to:

a.     Curriculum development

b.     Needs assessment

c.     Research in medical education

Resources:

·      Sign up to be part of IDSA Medical Education Community

·      ID Week Workshops

·      Explore the Medical Education Toolkit: https://idsame.notion.site/Medical-Education-Toolkit-86e10fc9854445fcb08c596ed0d6e95c#27e7315be83b4e58a464c8e7c7a9bfe3

Mastering Medical Teaching: Once a month short lecture series and small group surrounding topics below:

1.     Learning climate

2.     Control of session

3.     Communication of goals

4.     Promoting Understanding and Retention

5.     Evaluation

6.     Feedback  how to give feedback

7.     Promoting self-directed learning

Elements of curriculum design and development

-       Kern model

-       Problem identification

-       Targeted needs assessment

-       Create goals and objective

•  Use of Bloom’s taxonomy

-       Choose educational strategies

-       Implementation

-       Evaluation

Required Learning Material (from the IDSA Medical Education Toolkit):

I.               Topic: Adult Learning Theory, overview

                                        i.     Reading: Tylor D and Hamdy H. Adult learning theories: implications for learning and teaching in medical education: AMEE Guide No. 83. Med Teach. 2013;35(11):e1561-72. https://pubmed.ncbi.nlm.nih.gov/24004029/

II.              Topic: Teaching Clinical Reasoning via two models (One-Minute Preceptor and SNAPPS Models)

                                        i.     Reading: Pascoe et al Maximizing Teaching on the Wards: Review and Application of the One-Minute Preceptor and SNAPPS Models

                                       ii.     Reading: (can focus on OMP and SNAPPS only) Chinai S, Guth T, et al. Taking advantage of the teachable moment: a review of learner-centered clinical teaching models. West J Emerg Med. 2018;19(1):28-34. https://pubmed.ncbi.nlm.nih.gov/29383053/

                                      iii.     Additional resource: https://www.gvsu.edu/cms4/asset/E6494549-9D1E-60EB-2FAF608662526253/the_one_minute_preceptor.pdf

III.             Topic: Assessment of clinical reasoning:

                                        i.     Videos: Society to Improve Diagnosis in Medicine: https://www.improvediagnosis.org/art/

                                       ii.     Listen (podcast): https://febrilepodcast.com/67-braintraining/

IV.            Topic: How to give an effective lecture

                                        i.     Reading: Pitt M and Orlander J. Bringing mini-chalk talks to the bedside to enhance clinical teaching. Med Educ Online. 2017;22(1):1264120. https://pubmed.ncbi.nlm.nih.gov/28178911/

                                       ii.     Reading: Wolff M, Wagner M, et al. Not another boring lecture: engaging learners with active learning techniques. J Emerg Med. 2015;48(1):85-93. https://pubmed.ncbi.nlm.nih.gov/25440868/

                                      iii.     Reading: Moffett J. Twelve tips for "flipping" the classroom. Med Teach. 2015;37(4):331-6. https://pubmed.ncbi.nlm.nih.gov/25154646/

                                      iv.     Reading: Cooper A and Richards J. Lectures for Adult Learners: Breaking Old Habits in Graduate Medical Education. Am J Med. 2017;130(3):376-81. https://pubmed.ncbi.nlm.nih.gov/27908794/

                                       v.     Video: https://www.youtube.com/watch?v=IuAvu090uSU

V.              Topic: Feedback

                                        i.     Listen (podcast): https://thecurbsiders.com/podcast/233

                                       ii.     Reading: Feedback Can Be Less Stressful: Medical Trainee Perceptions of Using the Prepare to ADAPT Framework: PMID: 30906679

VI.            Topic: Curriculum development

                                        i.     Kern model, video series: https://www.mededportal.org/doi/10.15766/mep_2374-8265.10454

Concentration Director: Natalie Medvedeva

MSK ID Concentration

Fellows who elect to pursue the musculoskeletal ID concentration will be expected to rotate on the surgical ID service, and have the opportunity to spend more time in the musculoskeletal ID clinic embedded within the orthopedic clinics.  Time spent in clinic includes dedicated rotations, as well as a weekly continuity MSK ID clinic (when not on inpatient rotations).  Other rotations include working directly with the orthopedic surgeons in the various orthopedic clinics and dedicated time for research.  There will be elective opportunities in MSK radiology and inpatient orthopedic surgery.  Apart from education, there will also be a core experience and expectation of scholarly output as below.

MSK-ID Education (blocks are 2 weeks in length):

• At least 6 inpatient surgical ID blocks
• At least 12 MSK-ID blocks; divided amongst:
  • Outpatient MSK-ID rotation (at least 6 blocks)
  • Outpatient surgery clinic rotation (at least 2 blocks)
    • Schedule to include time spent in outpatient surgery clinics; including Ortho Joint, Ortho Trauma, Ortho Spine, Ortho Foot and Ankle, AWCC and others upon request/if available
  • MSK radiology (elective)
  • Inpatient surgery rotation (elective)
  • MSK-ID research (at least 2 blocks)
    • Schedule to enable the MSK-ID fellow time to work on projects (see below)
• One weekly MSK-ID continuity clinic while on non-inpatient rotations
  • Date and time of continuity clinic to be based on fellow schedule
• Lead one journal club per year in MSK-ID

MSK-ID core experience:

• Develop and disseminate one institutional guideline in MSK-ID
  • Example options include NVO, DFI adapted from national guidelines
• Participate in at least 70% of weekly MSK-ID conferences
• Participate in at least 9 monthly national MSK-ID case conferences
• Participate in at least 9 monthly Stanford Extremity Preservation Program (STEPP) meetings

Scholarly output (project scope will vary with fellow interest, time):

• Participate in at least 1 MSK-ID project with a mentor
  • Mentors can either be either within the Infectious Diseases Division or the Orthopedic Surgery Department
• Options for projects include, but are not limited to:            
  • Clinical or translational research
  • Medical Education
  • QI
• Present results of at least one MSK-ID project at a scientific meeting and/or submit a manuscript based on such results to a peer-reviewed journal

Concentration Director: Jenny Aronson

The goal of this concentration is to provide ID fellows with dedicated time to pursue research and/or quality improvement projects. In addition to direct mentorship from faculty, the concentration will be supplemented by series of workshops and classes to enhance research and improvement skills.

Fellows will have an abundance of resources to pursue projects of their choosing. These resources and opportunities include:

• Bone and joint infection database: Database of over 500 patients with bone and joint infections managed at Stanford
• Liver transplant and bone marrow transplant database: Database of infectious complications, drug resistance, and antibiotics of transplant patients
• STAnford Research Repository (STARR): Stanford’s clinical data warehouse containing data available for self-service download
• Quantitative Science Unit:  Team of data scientists available for statistical and data management support
• Opportunities to collaborate with orthopedic surgeons, wound care specialists, and quality improvement leads from other divisions
• Opportunities to participate and/or lead efforts to improve processes and outcomes related to Complex Outpatient Antimicrobial Therapy (COpAT) program 

MSK-ID Clinical research/Quality improvement education

• Workshops arranged by concentration director (100% attendance required unless a topic is covered by one of the recommended courses below):
  • Basics of data management in Excel
  • Improving data presentation and storytelling in Powerpoint
  • Tips on abstract and manuscript preparation
  • If interested: Introduction to R
• Completion of at least 2 formal courses below:
  • Classes offered by Stanford Medical Library. Examples below:        
    • Literature searching using PubMed like a pro
    • Zotero basics: Managing your research citations
    • Introduction to research data management  
  • Various workshops on data management and programming offered by Stanford University IT. Examples below:
    • Excel Pivot Tables: Basic introduction
    • Data storytelling with intuitive visualization
    • Tableau desktop: Beyond the basics
  • Abstract writing workshop offered by Stanford Office of Faculty Development and Diversity
  • Stanford Center for Improvement lecture series
  • Institute for Healthcare Improvement tools and courses
  • Stanford Medicine Improvement Team Youtube video series 

MSK-ID Clinical research/Quality improvement core experience

• Lead at least two research or QI projects with at least one project in MSK-ID
  • If appropriate, participate in at least one QI training program (RITE, MAS-PEP)
• Participation in additional projects is encouraged
• Actively participate in Divisional Journal Clubs and lead at least one session

MSK-ID Clinical research/Quality improvement scholarly output and deliverables 

• Complete at least two research or QI projects with at least one project in MSK-ID
• Present at least one project at a scientific meeting and/or submit a manuscript to a peer-reviewed journal
• Present at least one project at the Stanford Medicine QI symposium
• Present at least one project at ID Grand Rounds

Concentration Director: Daisuke Furukawa

    The Division of Infectious Diseases & Geographic Medicine at Stanford University School of Medicine offers two fully funded, one-year fellowships in the expanding field of Immunocompromised Host Infectious Diseases (Transplant ID). This clinical fellowship runs from July to June each year and is one of the oldest such programs in the country. 

    This experience provides rigorous specialized training in infectious diseases specific to patients undergoing solid organ transplantation (heart, lung, liver, kidney, and pancreas), hematopoietic cell transplantation, patients with hematologic malignancies, and those with innate or acquired immunodeficiencies. Stanford Hospital and Clinics has a very robust solid organ transplantation program and a large and growing comprehensive cancer center. Fellows see an incredible variety of infectious and immunologic issues in such patients on our busy transplant ID services at Stanford. The fellowship experience is comprised of rotations on Stanford’s inpatient Transplant ID consult services, as well as the opportunity to rotate directly as part of the transplant teams, elective time for QI projects or clinical research, and a continuity Transplant ID clinic.  We have nine ID faculty members with a specific interest in immunocompromised host/transplant ID, and teaching is a top priority for all of them. There are also further opportunities to do translational and clinical research for motivated fellows who would like to stay in the program for a longer duration.

    Eligible applicants would have completed at least two years of an ACGME-accredited ID fellowship program by the start of the program, and be either board certified or board eligible in infectious diseases, and board certified in internal medicine. We encourage any interested fellows to apply for this unique training opportunity. Stanford is an equal opportunity employer and welcomes applications from women and minorities.

    Applications are accepted and approved on a rolling basis; for full consideration of our fellowship that will begin on July 1, 2026, please submit your application by September 1, 2025, including the following:

• A personal statement 
• A current curriculum vitae
• Reference letters from the ID fellowship program director and at least two others who know the applicant well

Please submit application materials using the link here: ICHS Application Form

Questions can be directed to:

Dr. Aruna Subramanian
Chief, Immunocompromised Host Infectious Diseases Service
asubram2@stanford.edu

Huy Nguyen
ID Fellowship Coordinator
nhnguyen@stanford.edu