441. The "Building Blocks" of Anti-Retrovirals: Development, Implementation & Evaluation of a Novel Curricular Tool to Teach Trainees about HIV Therapeutics
Session: Poster Abstract Session: Innovations in Medical Education
Thursday, October 8, 2015
Room: Poster Hall
Background:

Medical students (UME) and internal medicine residents (GME) need to have a basic understanding of ARVs as >1.2 million U.S. patients have HIV. 26 ARVs in 6 classes are available. The purpose of this project was to develop, implement, & evaluate a novel curricular tool to enhance undergraduate medical and graduate medical learners’ fluency with HIV anti-retroviral drugs (ARVs).

Methods:

We created Lego-like blocks labeled with ARV names and color-coded according to drug mechanism. We delivered ARV standard lectures to UME and GME but offered additional small-group sessions to enhance understanding. 

Results:

Only 55% of 60 GME and 45% of 23 UME could name one first-line ARV regimen. They found ARVs to be difficult to remember (Score of 2.1 of 5; 1=most difficult) due to lack of naming pattern and large number of ARVs. We divided UME into 2 groups: the control group received a small-group HIV curriculum supplementing the didactic lecture and UME used the blocks ad hoc. The intervention group received the same curriculum but were explicitly asked to use the blocks to construct ARV regimens and remember medication side effects. Post-session surveys showed that the intervention group found the session more useful (1.2 in control vs 1.4 in intervention of 5; 1=most useful). 100% of the control group wanted more structured use of the blocks. Structured use of the blocks increased student satisfaction (1.4 in control vs 1.2 in intervention; 1=most satisfied). 

Conclusion:

UME and GME are transforming classroom-based lecture-based learning to simulation-based learning. Learners who engaged with the blocks in a structured way reported greater subject understanding and satisfaction as compared to learners who were given access to the learning tool in parallel to a traditional didactic format. Further directions include analyzing long-term recall of the material and expanding access to the learning tool.

Lekshmi Santhosh, M.D.1, Brian Schwartz, MD2 and Peter Chin-Hong, MD2, (1)UCSF Medical Center, San Francisco, CA, (2)Division of Infectious Diseases, University of California, San Francisco, San Francisco, CA

Disclosures:

L. Santhosh, None

B. Schwartz, None

P. Chin-Hong, None

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