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Purpose <p>Increasing travel, climate change, spread of antimicrobial resistance and pandemics increased the need for well-trained infectious diseases (ID) specialists and qualified ID specialist training for protecting public health all over the world. In this study, we aimed to provide a comprehensive overview of ID specialty training programs for standardization and quality improvement in a large geographical area.</p> Methods <p>We conducted a cross-sectional study among national respondents of 29 countries [Central Asia (Azerbaijan, Uzbekistan, the Kyrgyz Republic, Kazakhstan), the Middle East (Iran, Saudi Arabia, Jordan, Iraq, Oman, the United Arab Emirates, Qatar, Lebanon), Southeast Europe (Albania, Greece, Kosovo, Slovenia, Bosnia and Herzegovina, Serbia, the Republic of North Macedonia, Croatia), Eastern Europe (Russia, Moldova, Romania, Bulgaria), South Asia (India, Pakistan, Afghanistan), Southeast Asia (Malaysia), Türkiye] to evaluate the structure and components of ID training programs.</p> Results <p>In this study, structural variability in ID training programs was notable. 65.5% of the countries offered independent specialty program, 59% of the countries reported a required exam for entry into the ID specialization. Nearly all of the countries had a formal training curriculum; written exams were the most common used assessment method.</p> Conclusion <p>This study provides a comprehensive overview of ID specialty training across diverse regions, highlighting major structural differences in curricula, training duration, and national standards. Its broad geographic scope and contributions from actively engaged ID educators offer a unique global perspective. The findings underscore the urgent need for harmonized training frameworks, the strengthening of national curricula, and the promotion of international collaboration and inclusive strategies, all essential for developing a skilled, competent and resilient global ID workforce.</p>

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Bridging continents: postgraduate infectious diseases training programs from central Europe to Southeast Asia

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年7月8日

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  • Selcen Öncü,
  • Hakan Erdem,
  • Zeliha Kocak Tufan,
  • Seif Salim Al-Abri,
  • Muna Al Maslamani,
  • Jamal Wadi Alramahi,
  • Sinan Alrifai,
  • Ahmed Alsuwaidi,
  • Altaf Ahmed,
  • Rusmir Baljic,
  • Bojana Beović,
  • Rok Civljak,
  • Amangul Duisenova,
  • Dilruba Garashova,
  • Krsto Grozdanovski,
  • Arjan Harxhi,
  • Tiberiu Holban,
  • Souha Kanj,
  • Suresh Kumar,
  • Ainura Kutmanova,
  • Masoud Mardani,
  • Ziad Ahmed Memish,
  • Egídia Gabriela Miftode,
  • Sadie Namani,
  • Serkan Öncü,
  • Michael M. Petrov,
  • Tomislav Preveden,
  • Natalia Pshenichnaya,
  • Bilal Ahmad Rahimi,
  • Abdurashid Oblokulov,
  • Yesim Taşova,
  • Sotirios Tsiodras,
  • George M. Varghese

摘要

Purpose

Increasing travel, climate change, spread of antimicrobial resistance and pandemics increased the need for well-trained infectious diseases (ID) specialists and qualified ID specialist training for protecting public health all over the world. In this study, we aimed to provide a comprehensive overview of ID specialty training programs for standardization and quality improvement in a large geographical area.

Methods

We conducted a cross-sectional study among national respondents of 29 countries [Central Asia (Azerbaijan, Uzbekistan, the Kyrgyz Republic, Kazakhstan), the Middle East (Iran, Saudi Arabia, Jordan, Iraq, Oman, the United Arab Emirates, Qatar, Lebanon), Southeast Europe (Albania, Greece, Kosovo, Slovenia, Bosnia and Herzegovina, Serbia, the Republic of North Macedonia, Croatia), Eastern Europe (Russia, Moldova, Romania, Bulgaria), South Asia (India, Pakistan, Afghanistan), Southeast Asia (Malaysia), Türkiye] to evaluate the structure and components of ID training programs.

Results

In this study, structural variability in ID training programs was notable. 65.5% of the countries offered independent specialty program, 59% of the countries reported a required exam for entry into the ID specialization. Nearly all of the countries had a formal training curriculum; written exams were the most common used assessment method.

Conclusion

This study provides a comprehensive overview of ID specialty training across diverse regions, highlighting major structural differences in curricula, training duration, and national standards. Its broad geographic scope and contributions from actively engaged ID educators offer a unique global perspective. The findings underscore the urgent need for harmonized training frameworks, the strengthening of national curricula, and the promotion of international collaboration and inclusive strategies, all essential for developing a skilled, competent and resilient global ID workforce.