Date: Saturday, May 20, 2017
Session Type: Abstract Submissions
Session Time: 5:15PM-5:45PM
Methods: The course was designed for 3 consecutive half-day sessions. Day 1 was structured as a series of foundational lectures;1 Day 2 was initially delivered in large-group lecture format and was revised to place more emphasis on basic rheumatologic disorders and opportunities for active learning. Students are given required reading and 4 case studies (RA, Gout, JIA and SLE) to prepare prior to class. Faculty facilitate student discussion of cases in a small-group format. On day 3, students rotate through 14 stations, including adult and pediatric rheumatology patients, demonstrations of physical therapy, pathology specimens and imaging modalities. In the new curriculum course content is dispersed throughout several different blocks and there are decreased hours for in-class instruction. The other new challenges is that course presentation must be equivalent at 6 regional teaching sites. These constraints have lead to development of detailed faculty guides and incorporation of a webinar format. The patient panel experience will become an elective option in Seattle until alternate regional solutions are developed.
Multiple choice exams assess mastery of course material. Students complete course evaluations including numerical and qualitative responses for overall rating, achievement of learning objectives, ratings of specific lectures and days.
Results: The patient panel has received consistently high student ratings (Figure 1). Feedback on lectures indicated students felt overloaded and requested more opportunities for cementing knowledge. Modification of the 2nd day to a small-group flipped classroom model was associated with improvement in student’s rating of active learning opportunities and overall satisfaction (Figure 1). However, students indicated concern about less coverage of rare disorders and inconsistencies between small group instructors.
Conclusion: Integration of a case-based flipped classroom model into the Rheumapalooza curriculum was associated with improved student satisfaction, however, the breadth of information covered decreased. These findings have important ramifications for future medical school curricula given increasing emphasis on active learning delivery models and shorter duration of pre-clinical teaching hours. Future work will focus on partnership with clinical year course directors to ensure adequate coverage of essential concepts across the entire curriculum while meeting the challenge of uniform content presentation over a five state area.
1. Emery, Helen, Gardner, Gregory. [abstract]. Arthritis Rheum 2010;62 Suppl 10 :1433 DOI: 10.1002/art.29199.
To cite this abstract in AMA style:Hayward K, Emery HM. Rheumapalooza: A rheumatology curriculum in evolution [abstract]. Arthritis Rheumatol. 2017; 69 (suppl 4). https://acrabstracts.org/abstract/rheumapalooza-a-rheumatology-curriculum-in-evolution/. Accessed June 17, 2021.
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ACR Meeting Abstracts - https://acrabstracts.org/abstract/rheumapalooza-a-rheumatology-curriculum-in-evolution/