Purpose
As recently reported, we are exploring the use of a graph database to help improve the teaching of medical students by coordinating content across a complicated curriculum. We currently employ a case-based, small group-oriented, two-pass, organ-based curriculum. This is supplemented with both pre-recorded and live large-group sessions, some of which are flipped classrooms. Finally, the organ systems are not taught in separate courses but are combined with complementary organs in six- to nine-week-long modules that incorporate clinical threads with the basic sciences. By using a graph database we hope to improve the efficiency of teaching sequential concepts related to renal physiology.

Methods
Concepts from a Fundamentals module at the beginning of year 1, a healthy patient-oriented Renal and Cardiopulmonary module in the spring of year 1, and a disease-oriented Cardiopulmonary module in the fall of year 2, were collected and given preliminary associations with teaching sessions. This information was loaded into a graph database and a graph was generated depicting both sessions and concepts as individual nodes. Both concepts and sessions were then rearranged within the graph to achieve what is believed to be the most efficient sequence for student learning within the Renal and Cardiopulmonary modules.

Results
We have reordered both concepts and sessions across a three-week segment of our integrated Renal and Cardiopulmonary module at the beginning of our upcoming spring semester. Student responses to this sequence will be evaluated using mid-module and end-of-module in-person feedback, along with weekly and end-of-module anonymous written evaluations. These will be compared to the previous year’s evaluations.

Conclusion
By generating a continuum of student learning across three different modules and presenting content in a manner that aligns better with our small group cases, we hope to improve the teaching of a topic historically considered very difficult for pre-clerkship students.