Infectious Diseases including Travel Health

Infectious diseases is an essential area of knowledge in general practice, where early recognition, prevention, and appropriate management can have significant individual and public health impacts. GPs are often the first point of contact for patients presenting with infectious symptoms, and must be adept at identifying common infections, recognising red flags for more serious or notifiable conditions, and initiating timely treatment or referral. 

Infectious diseases also intersect with wider areas of general practice including vaccination, antimicrobial stewardship, outbreak management, and the care of vulnerable populations. A strong foundation in this area equips GPs to address evolving challenges, from vaccine hesitancy to the emergence of new infectious threats, while supporting safe prescribing and public health advocacy in the community. 

• ID1. Recognise, diagnose and manage common infections.
• ID2. Recognise the role of the GP in antibiotic prescribing, adhering to local and national antimicrobial stewardship guidelines to ensure responsible prescribing and combat antimicrobial resistance.
• ID3. Demonstrate consultation skills that maximise clinical benefit whilst minimising the risks of antimicrobial resistance.
• ID4. Perform a competent clinical assessment of the non-specifically unwell patient, maintaining a high index of suspicion for sepsis (including post-operative sepsis), fever of unknown origin, and potential travel-related infections.
• ID5. Detect, assess and manage patients with suspected sepsis with an emphasis on high-risk groups for sepsis/infection, vital sign assessment and effective communication with healthcare providers to facilitate timely and effective referral, diagnosis and management.
• ID6. Consider when to investigate for HIV, hepatitis B and C and refer positive cases for treatment in accordance with current guidelines.
• ID7. Differentiate between post-exposure prophylaxis (PEP) and pre-exposure prophylaxis (PrEP) use, counsel patients on their appropriate use and signpost appropriately.
• ID8. Utilise radiology microbiology and virology laboratory services effectively by ordering appropriate tests, interpreting results, and applying findings to patient care.
• ID8. Collaborate with healthcare professionals, including microbiologists and infectious disease specialists, to aid accurate diagnosis and effective management of infectious diseases.
• ID9. Consider the long-term impact of sepsis and chronic infectious diseases on patients and provide and/or arrange appropriate aftercare and support.
• ID10. Recognise the role of vaccination in prevention of infectious disease.
• ID11. Identify the causes and contributing factors of vaccine hesitancy, communicate effectively and empathetically with patients and caregivers to address concerns, and apply evidence-based strategies to promote vaccine confidence and uptake within communities.
• ID12. Explain the availability, efficacy, safety, and storage requirements of vaccines, including indications, contraindications, potential side effects, and proper handling.
• ID13. Apply infection control policies in the workplace, ensuring adherence to practice-specific guidelines, appropriate use of personal protective equipment (PPE), and principles of infection prevention and control.
• ID14. Reflect on the impact of epidemics and pandemics on primary care services, recognising the specific requirements and challenges in delivering care during such events.
• ID15. Demonstrate a patient-centred and culturally sensitive approach to infectious disease care, addressing sensitive issues, collaborating with patients and families, and respecting individual beliefs.
• ID16. Demonstrate the ability to provide basic pre-travel health advice, including risk assessment, disease prevention strategies, and awareness of relevant vaccinations, while recognising the limits of general practice and the need for referral to specialist travel medicine services when appropriate.

For each problem or disease, consider the following areas within the general context of primary care:  

• The natural history of the condition, including whether acute or chronic
• The incidence and prevalence, including in different demographic groups
• Typical and atypical presentations
• Recognition of normal variations throughout life
• Risk factors, including lifestyle, socio-economic and genetic factors
• Diagnostic features and differential diagnosis
• Recognition of ‘alarm’ or ‘red flag’ features
• Appropriate and relevant investigations
• Interpretation of test results
• Management, including initial and continuing care, chronic disease monitoring and emergency care
• Patient and carer information and education
• Prognosis

Signs, Symptoms & Presentations

Infectious Diseases may be asymptomatic or present with atypical symptoms. Symptoms and signs include:

• Abdominal Pain
• Cardiac Symptoms
• Cough
• Diarrhea
• Dyspnoea
• Fatigue and non-specific symptoms
• Fever
• Genitourinary Symptoms
• Haemoptysis
• Hepatosplenomegaly
• Joint Pains
• Lymphadenopathy
• Neurological symptoms
• Neuropsychiatric Symptoms
• Rashes
• Vomiting
• Weight Loss

Common and Important Conditions

• Animal Bites and Wounds
• Cellulitis
• Chlamydia
• Conjunctivitis
• Covid
• Encephalitis
• Endocarditis
• Fever in the returning traveller (malaria, dengue etc)
• Food Poisoning
• Gonorrhoea
• Healthcare Associated Infections (e.g., C. difficile, MRSA)
• Hepatitis
• HIV
• Influenza
• Lower Respiratory Tract Infections
• Lyme Disease
• Meningitis
• Necrotising Fasciitis
• Osteomyelitis
• Pneumonia
• Post Op Infections
• Sepsis
• Septic Arthritis
• Sinusitis
• Syphilis
• Tuberculosis
• Tonsillitis
• Traveller’s Diarrhoea
• Upper Respiratory Tract Infections
• Urinary Tract Infections
• Vaccine preventable communicable diseases
• Viral Infections
• Zoonotic Diseases

Wherever possible learning resources included here are peer reviewed and externally maintained. This is to ensure that trainees have access to quality assured information that is kept up to date.

Self-Directed 

Blended Learning Resources (Education Platform)

IPC and Antimicrobial Prescribing

Useful Websites

Antibiotic Prescribing

Fit for Travel

London Neonatal – spotting infections

HSE Immunisation Guide

Health Protection Surveillance Centre

NIAC - Immunisation Guidelines for Ireland

Adult Sepsis: General Practice Update, Irish College of GPs

NICE Guidance on Meningitis and Meningococcal Disease

Sepsis Patient Information Leaflet

Infection Prevention and Control Guidelines

Workplace Based Learning

Workplace-based learning offers rich opportunities to develop competence in infectious disease through direct clinical experience. In general practice, trainees encounter a wide range of presentations; from respiratory and gastrointestinal infections to skin conditions, STIs, and travel-related illnesses, allowing for real-time learning and clinical reasoning. Supervisors can support development through observation, case discussions, and feedback on consultations involving infection control, antibiotic prescribing, and vaccine counselling. Reviewing laboratory results, participating in immunisation clinics, and managing suspected notifiable diseases also enhance understanding of public health responsibilities. These experiences help build practical skills in communication, safety-netting, and decision-making, which are essential skills in general practice.

Day Release

Day release teaching provides an ideal setting to explore infectious disease and travel health in greater depth, beyond the time constraints of clinical practice. Through case-based discussions, trainees can consolidate their understanding of common infections, antimicrobial stewardship, immunisation schedules, and travel risk assessment. These sessions also offer a space to explore emerging infections, vaccine hesitancy, and public health responses in a collaborative and reflective environment.

Registrar Tutorials

Registrar tutorials provide a focused and flexible environment to explore infectious diseases in a way that is directly relevant to general practice. These sessions are ideal for discussing practical topics such as the management of common infections, antibiotic stewardship, vaccination protocols, STI care, and the assessment of febrile patients. Tutorials can include interactive case reviews, recent guideline updates, and role-playing scenarios; for example, managing a suspected notifiable disease. They also provide a valuable space to reflect on prescribing habits, safety-netting, and navigating public health responsibilities, helping trainees build both clinical confidence and good practice habits.

Entrustable Professional Activities (EPAs) underpin workplace-based assessment in this curriculum. Each EPA represents an integrated clinical task that General Practitioners must perform safely and independently, assessed through direct or indirect observation in real clinical settings.

The curriculum and EPA framework are closely aligned: the curriculum defines the required knowledge, skills, and professional behaviours, while EPAs assess their application in practice. Together, they create a coherent approach to developing and demonstrating readiness for independent clinical work.

The examples show how specific activities within general practice & chapters of the curriculum align with particular EPAs.

 EPA 11: Manage the health promotion and preventive health needs of adults, including older people

When counselling a hesitant parent about childhood vaccination, trainees demonstrate EPA 11 by providing clear, empathetic information to promote vaccine confidence. Reflection should explore culturally sensitive communication, addressing misinformation, and documenting consent and shared decision-making.

Core Knowledge Test (CKT)

• Malaria prophylaxis

• Management of Lyme disease

• Identifying the correct public health action for a case of suspected measles

Clinical Competency Test (CCT)

• A patient returning from a holiday in Africa presents with a fever
• A patient presenting with symptoms suggestive of Lyme disease
• A patient presenting with a new diagnosis of HIV

Disclaimer: The examples provided within this section are intended to be indicative only and are included to illustrate how elements of the curriculum may be assessed in the Clinical Competency Test (CCT).

Examination questions in the CCT test the ability of candidates to integrate knowledge, skills, and professional behaviours across multiple curriculum areas to address the challenges posed by the question.

The indicative content should therefore be used solely as a general guide as to some of the topics that may be introduced. Actual examination questions will assess a greater depth and complexity of understanding than the illustrative examples provided.

Please note that a number of CCT questions will require candidates to undertake a physical examination of the simulated patient. In some circumstances, for example in the case of an intimate examination, candidates may be required to display their examination skills through use of a manikin or other device.