Abstract
Objective. To describe a novel design on teaching dyslipidemia management that would help students compare and apply past and current clinical recommendations using a variety of new mechanisms. Methods. Didactic time consisted of three sections: lecture; faculty-led panel discussion; and interactive, progressive, student-driven patient case. The accompanying case studies course involved varying interactive student activities, including literature review, adverse event reporting, and immediate feedback assessment tools. Results. Students performed well on audience response questions, dyslipidemia examination questions, and in-class case studies activities. Subjective student and faculty feedback were positive for the entire innovation. Conclusion. The redesigned dyslipidemia module gives students exposure to overall management of this disease state through several innovative approaches that can be repeated in other courses to enhance learning.