Development and evaluation of a coordinated, ambulatory rheumatology experience for internal medicine residents

Objective. To develop a compulsory ambulatory rotation in rheumatology for internal medicine residents and to evaluate the educational effect of this rotation. Method. All year 2 residents in the program participated in the rotation. T he perceived quality of the learning experience was assessed by resident se lf-evaluation using a visual analog scale. Residents used a similar scale t o rate their confidence in managing common rheumatologic problems. A valida ted multiple choice test was used to measure pre- and post-rotation knowled ge of rheumatology and skill in interpreting bone radiographs. Results. On a 1 (no learning) to 5 (superior learning) scale, the mean rati ng of the rheumatology learning experience was 4.7 +/- 0.5. Residents' conf idence in clinical skills significantly increased as well. Scores on the po st-rotation rheumatology knowledge test increased 15% compared with pre-rot ation scores (P < 0.0001) Confidence and skills in interpreting bone radiol ogy films also significantly improved (P < 0.0002 for both items). Conclusion. A relatively brief, subspecialty ambulatory rotation can be dev eloped to expose all residents to a rheumatology curriculum. Such a rotatio n can increase their confidence, knowledge, and skills in important domains of outpatient rheumatology.