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Development and Evaluation of a Web-Based Dermatology Teaching Tool for Preclinical Medical Students

Authors :
Moira Scaperotti
Nelson Gil
Ian Downs
Arthie Jeyakumar
Andy Liu
Jimmy Chan
Joseph Bonner
Mary S. Kelly
Joshua D. Nosanchuk
Hillel W. Cohen
Elina Jerschow
Source :
MedEdPORTAL, Vol 13 (2017)
Publication Year :
2017
Publisher :
Association of American Medical Colleges, 2017.

Abstract

Introduction There is growing interest in, and emphasis on, electronic teaching tools in medicine. Despite relevant testing on the United States Medical Licensing Examination (USMLE), American medical schools offer limited training in skin disorders. Teaching visual topics like dermatology in classroom formats is challenging. We hypothesized that an electronic module would enhance students' dermatology competency. Methods A self-directed, case-based module was created. To test its efficacy, 40 medical students were randomized to have module access (interventional group) or none (conventional group). Learning outcomes were compared using a multiple-choice exam, including questions relevant and irrelevant to the module. Outcomes included proportions of correctly answered module questions (module scores) and nonmodule questions (nonmodule scores). Difference scores were calculated: (module score) − (nonmodule score). Positive values indicated that knowledge of module questions surpassed that of nonmodule questions. If there were a training effect, the interventional group's difference score should exceed that of the conventional group. Results The interventional group scored significantly higher than did the conventional group on module questions—75% (interquartile range [IQR], 69–88) versus 50% (IQR, 38–63), p < .001—and nonmodule questions—85% (IQR, 69–92) versus 69% (IQR, 54–77), p = .02. The Hodges-Lehman median difference estimate of the training effect was 13.0 (95% confidence interval, 0.5–25.5). Discussion This e-module is effective at enhancing students' competency in dermatology while emphasizing detailed pathophysiology that prepares them for USMLE Step 1. A module-based curriculum may enhance learning in supplement to traditional teaching modalities.

Details

Language :
English
ISSN :
23748265
Volume :
13
Database :
Directory of Open Access Journals
Journal :
MedEdPORTAL
Publication Type :
Academic Journal
Accession number :
edsdoj.27494253ae1b48408af1cfb87fb238b2
Document Type :
article
Full Text :
https://doi.org/10.15766/mep_2374-8265.10619