Background/Purpose: Rheumapalooza was implemented in 2008 as a 2 half-day elective course with support from an ACR/REF Clinical Scholar Educator Award. Course evaluation demonstrated significant increases in studentÕs knowledge of rheumatologic disorders and high student satisfaction ratings.¹ Rheumapalooza was incorporated into the required UW Medical School 2nd year curriculum in 2010 and expanded to 3 half days. In 2015 a flipped classroom instructional model was applied to 1 half day of content. We describe lessons learned from ongoing curriculum review with emphasis on increasing opportunities for learner engagement.

Methods: The course now consists of 3 consecutive half-day sessions. Day 1 is structured as a series of foundational didactic lectures.¹ Day 2 was initially delivered in large-group lecture format. Revisions in 2015 put more emphasis on basic rheumatologic disorders and opportunities for active learning. Students were given required reading and 4 case studies to prepare prior to class. Cases reinforce key aspects of RA, gout, JIA, and SLE. 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. Multiple choice exams assess mastery of course material. Students complete annual course evaluations including overall rating, achievement of learning objectives, ratings of specific lectures and days. Numerical and qualitative responses were recorded.

Results: The patient panel day has received consistently high student ratings (Figure 1).  Feedback on the lecture days revealed opportunities for improvement. Students reported the lectures felt overloaded and requested more opportunities for cementing knowledge. Modification of the 2^nd day to a small-group flipped classroom model was associated with improvement in studentÕs rating of active learning opportunities and overall satisfaction (Figure 1). However, student comments indicated concern about less coverage of rare rheumatologic 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 development 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 envision adequate coverage of essential rheumatologic concepts across the medical school curriculum.  SHAPE  \* MERGEFORMAT Reference: 1.    Emery, Helen, Gardner, Gregory. [abstract]. Arthritis Rheum 2010;62  Suppl 10 :1433 DOI: 10.1002/art.29199.