Improving Clinical Competency and Multidisciplinary Awareness In Dermatology Through Online Case-Based Learning For Medical Students
Main Article Content
Abstract
A short duration of clinical dermatology sessions is typical in medical education. In addition, a shortage of materials for clerkship students focuses on how several fields work together when treating dermatological conditions. After making case-based learning resources to increase clinical experience and understanding of managing dermatology problems together with other specialists, the study looked at how effective the intervention was and collected comments to improve the materials further. A set of ten online dermatology case modules, drawing from content in fourteen areas of health science, was developed. Eighty-nine students from dermatology programs at two locations completed a survey about the dermatology curriculum. Among those students, 46 students filled out the surveys, rating their knowledge and better understanding of multidisciplinary care on a scale of one to five. Only 17.1% of the students in the survey found their dermatology education reliable before clerkships and just 10.2% believed they could manage patients with skin diseases when on clinical rotations. Ninety-five percent of the participants who completed the modules felt that the approaches in the modules matched their learning preferences (mean Likert score 4.17 ± 0.73). Besides, nearly all participants agreed (91.3%) that the modules increased their knowledge of dermatology (4.26 ± 0.61) and nearly three quarters responded positively (79.6%) that the modules improved their understanding of how dermatology often requires input from more than one medical field (3.98 ± 0.81). After completing the modules, student doctors were 78.3% comfortable with managing skin conditions which is a 7.7-fold rise compared to before. There was a lack of clear knowledge about dermatologic diseases among students on the clerkship. These case-based modules aided to reduce these gaps and allowed participants to value the multidisciplinary aspect of practicing dermatology.
Article Details
References
Hay RJ, Johns NE, Williams HC, et al. The global burden of skin disease in 2010: an analysis of the prevalence and impact of skin conditions. J Invest Dermatol. 2014;134(6):1527–1534. doi: 10.1038/jid.2013.446. [DOI] [PubMed] [Google Scholar]
Kirshen C, Shoimer I, Wismer J, DesGroseilliers JP, Lui H. Teaching dermatology to Canadian undergraduate medical students. J Cutan Med Surg. 2011;15(3):150–156. doi: 10.2310/7750.2011.10021. [DOI] [PubMed] [Google Scholar]
Lowell BA, Froelich CW, Federman DG, Kirsner RS. Dermatology in primary care: Prevalence and patient disposition. J Am Acad Dermatol. 2001;45(2):250–255. doi: 10.1067/mjd.2001.114598. [DOI] [PubMed] [Google Scholar]
Hansra NK, O'Sullivan P, Chen CL, Berger TG. Medical school dermatology curriculum: are we adequately preparing primary care physicians? J Am Acad Dermatol. 2009;61(1):23–29.e1. doi: 10.1016/j.jaad.2008.11.912. [DOI] [PubMed] [Google Scholar]
Canadian Professors of Dermatology. National Dermatology Core Curriculum and Core Competencies [Internet]. http://www.dermweb.com/dermatology_resources/national-dermatology-core-curriculum-competencies.htm. Published 2021. Accessed July 5,2021.
Hu A, Vender R. Undergraduate dermatology education in Canada: a national survey. J Cutan Med Surg. 2018;22(1):31–37. doi: 10.1177/1203475417725876. [DOI] [PubMed] [Google Scholar]
Cahn BA, Harper HE, Halverstam CP, Lipoff JB. Current status of dermatologic education in US medical schools. JAMA Dermatol. 2020;156:468–470. doi: 10.1001/jamadermatol.2020.0006. [DOI] [PMC free article] [PubMed] [Google Scholar]
Shah H, Pozo-Garcia L, Koulouroudias M. Dermatology - a compulsory part of the UK medical school curriculum? Med Educ Online. 2015;20:30212. doi: 10.3402/meo.v20.30212. [DOI] [PMC free article] [PubMed] [Google Scholar]
Gupta A, Chong AH, Scarff CE, Huilgol SC. Dermatology teaching in Australian medical schools. Australas J Dermatol. 2017;58:e73–e78. doi: 10.1111/ajd.12486. [DOI] [PubMed] [Google Scholar]
Thomas PA, Kern DE, Hughes MT, Chen BY, editors. Curriculum development for medical education: a six-step approach. Baltimore, MD: JHU Press; 2016. [DOI] [PubMed] [Google Scholar]
Farrimond H, Dornan TL, Cockcroft A, Rhodes LE. Development and evaluation of an e-learning package for teaching skin examination. Br J Dermatol. 2006;155:592–599. doi: 10.1111/j.1365-2133.2006.07360.x. [DOI] [PubMed] [Google Scholar]
Kiger ME, Varpio L. Thematic analysis of qualitative data: AMEE Guide No. 131. Med Teac. 2020;42:846–54. doi: 10.1080/0142159X.2020.1755030. [DOI] [PubMed] [Google Scholar]
Cheung WKL, Pehr K. Impact of the New McGill undergraduate medical curriculum on medical students' diagnostic accuracy of common dermatoses encountered in primary care. J Cutan Med Surg. 2020;24:453–456. doi: 10.1177/1203475420928906. [DOI] [PubMed] [Google Scholar]
Bronsnick T, Kirkorian AY, Rao BK, Cha J, Correa-Selm L. Integrating dermatology education into the medical school curriculum: Creation and evaluation of a clerkship-based curriculum for third-year medical students. J Am Acad Dermatol. 2014;70(Supplement 1):AB78. [Google Scholar]
Rambhia P, Biro M, Cooper K. Enhancing dermatology education with social media platforms: Are we there yet? J Am Acad Dermatol. 2018;79(Supplement 1):AB129. [Google Scholar]
Ulman CA, Binder SB, Borges NJ. Assessment of medical students' proficiency in dermatology: Are medical students adequately prepared to diagnose and treat common dermatologic conditions in the United States? J Educ Eval Health Prof. 2015;12:18. doi: 10.3352/jeehp.2015.12.18. [DOI] [PMC free article] [PubMed] [Google Scholar]
Cipriano SD, Dybbro E, Boscardin CK, Shinkai K, Berger TG. Online learning in a dermatology clerkship: piloting the new American Academy of dermatology medical student core curriculum. J Am Acad Dermatol. 2013;69:267–272. doi: 10.1016/j.jaad.2013.04.025. [DOI] [PubMed] [Google Scholar]