AB1187 Survey on generic drugs (GE) and bio-similar drugs (BIO-S) of patients with rheumatoid arthritis (RA) and their doctors - cohort study of the japanese clinician biologics research group
Abstracts Accepted for Publication
Methods: 30 undergraduate medical students (January 2017) were given modified teaching material for a 60 minute teaching session a week later. This material involved a partially populated Microsoft Powerpoint slideshow including prompts about a theoretical patient's clinical case in the notes section. This guided development of a clinical case presentation which covered diverse aspects of clinical care, e.g. imaging, extra-articular disease, drug side effects and disease activity scores.
... vity scores. Clinical cases addressed systemic lupus erythematous, early rheumatoid arthritis (RA), ankylosing spondylitis and established RA. Students (groups of 2-3) received one case each were encouraged to use images and online teaching repositories to enhance their presentation. This provided the framework for a 20 minute teaching presentation which was given to their student peers at a formal teaching day 1 week later. A tutor was also present during these sessions (with a ratio of 1:10) to ensure adequate understanding of topics had been achieved and to answer any questions. Feedback was sought from the students and compared with previous "paper case" (non-modified) sessions. Results: Feedback obtained (n=9) showed 55% of students rated the modified teaching session as "excellent" with the remainder rating it as "good". Free-text comments included "good to have students to do the presentations so they cover relevant points" "very useful to have a quick 20 minute overview of different conditions & preparation was useful" and "lots of learning, interactive". Additional comments included the wish for more time to cover the points in even more depth. Informal feedback from the tutors of these events was also favourable with tutors believing students had a developed a greater depth of understanding. These findings compared favourably with the previous years "paper-case" feedback (March 2016, n=13) where only 23% (n=3) of students had rated the session as "excellent" as well as free text comments emphasising wishes for more time to read through cases and smaller group discussion. Conclusions: Current "paper based" modalities can easily be utilized and "re-purposed" to optimize both self-directed and formal teaching components of undergraduate teaching. This can promote the understanding of complex rheumatological learning points in a relatively short period of time and allow students exposure to modalities, such as imaging, which may previously be excluded in a traditional "paper case" format.