Session Information
Date: Monday, November 9, 2015
Title: Education Poster I
Session Type: ACR Poster Session B
Session Time: 9:00AM-11:00AM
Background/Purpose: Graduate medical education has evolved to
incorporate more interactive learning modalities, such as audience response,
problem based learning, and patient encounters.
We have incorporated these modalities into the rheumatology series of
the internal medicine (IM) residency didactic sessions at our institution. This curriculum was assessed utilizing survey
data from participants evaluating self-assessment of rheumatology knowledge and
preference of learning modality.
Methods: Over a 4
week period IM residents attended 12 hours of didactic sessions dedicated to
rheumatology education taught by the rheumatology department. The didactic sessions were divided into
lecture, interactive lecture with audience response, rheumatology patient
encounters, case based learning, and arthrocentesis simulation lab (Table
1). The effectiveness of our curriculum
was measured utilizing survey data collected from participants evaluating
pre-curriculum and post-curriculum self-assessment of rheumatology knowledge on
a 10 point Likert scale (0=very poor, 10=very good). The survey tool also evaluated preferred
learning modality on a 10 point Likert scale (0=not preferred, 10=most
preferred). The learning modality
preference data was analyzed utilizing a four factor repeated measures ANOVA
and Bonferroni corrected post hoc analysis between
modalities.
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Table 1 Rheumatology Curriculum for IM residents
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Day 1
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Day 2
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Day 3
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Day 4
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Hour 1
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Lecture1 |
Interactive Lecture3 |
Lecture |
Case Based Learning |
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Hour 2
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Arthrocentesis Simulation Lab2 |
Patient Encounter4 |
Case Based Learning |
Case Based Learning |
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Hour 3
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Arthrocentesis Simulation Lab |
Case Based Learning5 |
Patient Encounter |
Interactive Lecture |
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Definitions: 1Lecture is a PowerPoint style. 2Arthrocentesis Simulation Lab utilizes joint models to teach arthrocentesis/injection. 3Interactive Lecture is a PowerPoint style with audience response or knowledge bowl style. 4Patient Encounter is interaction with a patient who has a rheumatic disease and discussion led by rheumatology staff/fellow. 5Case based learning is a small group discussion of ACR Rheum2Learn modules.
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Results: A total of 65 participants attended the didactic sessions,
44/65 (67.7%) completed the survey. The
participant’s pre-curriculum self-assessment mean was 3.98 and post assessment
mean was 6.61. This increase of 2.63 was
statistically significant (p <0.001).
The results of the learning modality assessment are presented in table
2, the most preferred learning modality was rheumatology patient encounters and
least preferred was lecture.
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Table 2 Learning Modality Preference Results
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Mean (n=44) |
Range |
p-value* |
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Lecture |
6.07 |
1-9 |
– |
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Arthrocentesis Simulation Lab |
6.75 |
3-10 |
0.196 |
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Interactive Lecture |
6.93 |
3-9 |
<0.001 |
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Rheumatology Patient Encounter |
8.07 |
3-10 |
<0.001 |
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Case Based Learning |
7.55 |
3-10 |
<0.001 |
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*from post-hoc comparison of each modality to lecture
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Conclusion:
IM residents found a curriculum utilizing multiple educational modalities very
effective to improve rheumatology knowledge.
IM residents prefer interactive teaching modalities to basic
lecture. The most preferred method of instruction
included the use of direct patient encounters guided by a rheumatology
interview, examination, and discussion.
To cite this abstract in AMA style:
Scott J, Battafarano D. Assessment of a Rheumatology Curriculum Utilizing Multiple Learning Modalities [abstract]. Arthritis Rheumatol. 2015; 67 (suppl 10). https://acrabstracts.org/abstract/assessment-of-a-rheumatology-curriculum-utilizing-multiple-learning-modalities/. Accessed .« Back to 2015 ACR/ARHP Annual Meeting
ACR Meeting Abstracts - https://acrabstracts.org/abstract/assessment-of-a-rheumatology-curriculum-utilizing-multiple-learning-modalities/