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Assessment of medical students’ proficiency in dermatology: Are medical students adequately prepared to diagnose and treat common dermatologic conditions in the United States?
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Catherine A Ulman
, Stephen Bruce Binder , Nicole J. Borges
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J Educ Eval Health Prof. 2015;12:18. Published online May 17, 2015
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DOI: https://doi.org/10.3352/jeehp.2015.12.18
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27,513
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181
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- This study assessed whether a current medical school curriculum is adequately preparing medical students to diagnose and treat common dermatologic conditions. A 15-item anonymous multiple choice quiz covering fifteen diseases was developed to test students’ ability to diagnose and treat common dermatologic conditions. The quiz also contained five items that assessed students’ confidence in their ability to diagnose common dermatologic conditions, their perception of whether they were receiving adequate training in dermatology, and their preferences for additional training in dermatology. The survey was performed in 2014, and was completed by 85 students (79.4%). Many students (87.6%) felt that they received inadequate training in dermatology during medical school. On average, students scored 46.6% on the 15-item quiz. Proficiency at the medical school where the study was performed is considered an overall score of greater than or equal to 70.0%. Students received an average score of 49.9% on the diagnostic items and an average score of 43.2% on the treatment items. The findings of this study suggest that United States medical schools should consider testing their students and assessing whether they are being adequately trained in dermatology. Then schools can decide if they need to re-evaluate the timing and delivery of their current dermatology curriculum, or whether additional curriculum hours or clinical rotations should be assigned for dermatologic training.
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Citations
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- Adapting pediatric dermatology textbooks in South America: enhancing visual representation for skin of color patients
Mariana Aparecida Pasa Morgan, Alice Andrade Gonçalves, Emanueli Cristini Souza da Costa, Lucero Noguera-Morel, Vânia Oliveira Carvalho Archives of Dermatological Research.2024;[Epub] CrossRef - Beyond Skin Deep: case-based online modules to teach multidisciplinary care in dermatology among clerkship students
Chaocheng Liu, Megan Chan, Vivienne Beard, Pamela Mathura, Marlene Dytoc BMC Medical Education.2023;[Epub] CrossRef - Matching of advanced undergraduate medical students’ competence profiles with the required competence profiles of their specialty of choice for postgraduate training
Lea Jebram, Sarah Prediger, Viktor Oubaid, Sigrid Harendza BMC Medical Education.2023;[Epub] CrossRef - Efficacy of pediatric dermatology Extension for Community Healthcare Outcomes (ECHO) sessions on augmenting primary care providers' confidence and abilities
Haorui Sun, Brian Green, Andrea Zaenglein, Melissa Butt, Joslyn S. Kirby, Alexandra Flamm Pediatric Dermatology.2022; 39(3): 385. CrossRef - Effects of using an abdominal simulator to develop palpatory competencies in 3rd year medical students
Robert M. Hamm, David M. Kelley, Jose A. Medina, Noreen S. Syed, Geraint A. Harris, Frank J. Papa BMC Medical Education.2022;[Epub] CrossRef - Medical Student Confidence in Diagnosis of Dermatologic Diseases in Skin of Color
Kathren H Shango, Fouad A Abdole, Sarah M Gonzalez, Mehdi Farshchian, Meena Moossavi Clinical, Cosmetic and Investigational Dermatology.2022; Volume 15: 745. CrossRef - Does walking improve diagnosis of skin conditions at varying levels of medical expertise?
Malgorzata E. Kaminska, Remy M. J. P. Rikers Advances in Health Sciences Education.2021; 26(2): 405. CrossRef - Atypical pityriasis rosea in a young Colombian woman. Case report
Julián Felipe Porras-Villamil, Angela Catalina Hinestroza, Gabriela Andrea López-Moreno, Doris Juliana Parra-Sepúlveda Case reports.2021; 7(2): 8. CrossRef - Evaluating the Use of Supplemental Training Technologies in Dermatology Education
Mallory Aycock, Craig Marker, Philip Kellman Journal of Dermatology for Physician Assistants.2021;[Epub] CrossRef - Evaluation and comparison of the dermatology program for medical students at the University of Chile with other national and foreign universities
Camilo Rojas, Fernando Valenzuela, Hugo Folch Journal of Education and Health Promotion.2021; 10(1): 153. CrossRef - Early Introduction of Dermatology Clinical Skills in Medical Training
Kim Blakely, Bahar Bahrani, Philip Doiron, Erin Dahlke Journal of Cutaneous Medicine and Surgery.2020; 24(1): 47. CrossRef - The Impact of Suspension of Dermatology On-Call Services
Annie Langley, Mark G. Kirchhof Journal of Cutaneous Medicine and Surgery.2020; 24(4): 380. CrossRef - COVID-19 and its effect on medical student education in dermatology
Tiffany Y. Loh, Jennifer L. Hsiao, Vivian Y. Shi Journal of the American Academy of Dermatology.2020; 83(2): e163. CrossRef - Dermatologic Training and Practice in Canada: A Historical Overview
P. Régine Mydlarski, Laurie M. Parsons, Tadeusz A. Pierscianowski, Shannon Humphrey, Mark G. Kirchhof, Julie Powell, Cheryl F. Rosen, Emma Huck, Josée Conway, Adam Kouri Journal of Cutaneous Medicine and Surgery.2019; 23(3): 307. CrossRef - Undergraduate Dermatology Education in Canada: A National Survey
Angela Hu, Ron Vender Journal of Cutaneous Medicine and Surgery.2018; 22(1): 31. CrossRef - Development and Evaluation of a Web-Based Dermatology Teaching Tool for Preclinical Medical Students
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 MedEdPORTAL.2017;[Epub] CrossRef - Integration of Dermatology-Focused Physical Diagnosis Rounds and Case-Based Learning within the Internal Medicine Medical Student Clerkship
Brian L. Scott, Blake Barker, Reeni Abraham, Heather W. Wickless Journal of Medical Education and Curricular Development.2016;[Epub] CrossRef - Nuevas tecnologías de la información en la enseñanza de la dermatología: dermaconsulta. El paciente dermatológico virtual
A. Guerra-Tapia, R. Segura-Rodríguez, E. González-Guerra Actas Dermo-Sifiliográficas.2015; 106(10): 781. CrossRef - New Information Technologies in Dermatology Education: Dermaconsulta—a Virtual Patient Tool
A. Guerra-Tapia, R. Segura-Rodríguez, E. González-Guerra Actas Dermo-Sifiliográficas (English Edition).2015; 106(10): 781. CrossRef
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Incentive structure in team-based learning: graded versus ungraded Group Application exercises
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Adam S. Deardorff
, Jeremy A. Moore , Colleen McCormick , Paul G. Koles , Nicole J. Borges
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J Educ Eval Health Prof. 2014;11:6. Published online April 21, 2014
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DOI: https://doi.org/10.3352/jeehp.2014.11.6
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31,843
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189
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15
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Abstract
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- Purpose
Previous studies on team-based learning (TBL) in medical education demonstrated improved learner engagement, learner satisfaction, and academic performance; however, a paucity of information exists on modifications of the incentive structure of “traditional” TBL practices. The current study investigates the impact of modification to conventional Group Application exercises by examining student preference and student perceptions of TBL outcomes when Group Application exercises are excluded from TBL grades.
Methods During the 2009–2010 and 2010–2011 academic years, 175 students (95.6% response rate) completed a 22-item multiple choice survey followed by 3 open response questions at the end of their second year of medical school. These students had participated in a TBL supplemented preclinical curriculum with graded Group Application exercises during year one and ungraded Group Application exercises during year two of medical school.
Results Chi-square analyses showed significant differences between grading categories for general assessment of TBL, participation and communication, intra-team discussion, inter-team discussion, student perceptions of their own effort and development of teamwork skills. Furthermore, 83.8% of students polled prefer ungraded Group Application exercises with only 7.2% preferring graded and 9.0% indicating no preference.
Conclusion The use of ungraded Group Application exercises appears to be a successful modification of TBL, making it more “student-friendly” while maintaining the goals of active learning and development of teamwork skills.
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- Lowering the Stakes: Quasi-Experimental, Mixed-Methods Evaluation of a Restructured Grading Approach in a Graduate Public Health Research Methods Course
Delia L. Lang, Caroline M. Barry, Umedjon Ibragimov, Juan L. Rodriguez, Elizabeth Reisinger Walker Pedagogy in Health Promotion.2024; 10(4): 250. CrossRef - Implementation of Team-Based Learning for a Clinical Module of the Ethiopian Undergraduate Anesthesia Curriculum and Students’ Perspectives: A Pilot Cross-Sectional Study
Hailemariam Mulugeta, Abebayehu Zemedkun Advances in Medical Education and Practice.2023; Volume 14: 1413. CrossRef - Use of Established Guidelines When Reporting on Interprofessional Team-Based Learning in Health Professions Student Education: A Systematic Review
Annette W. Burgess, Deborah M. McGregor Academic Medicine.2022; 97(1): 143. CrossRef - Assessment for Learning with Ungraded and Graded Assessments
Karly A. Pippitt, Kathryn B. Moore, Janet E. Lindsley, Paloma F. Cariello, Andrew G. Smith, Tim Formosa, Karen Moser, David A. Morton, Jorie M. Colbert-Getz, Candace J. Chow Medical Science Educator.2022; 32(5): 1045. CrossRef - Weekly team-based learning scores and participation are better predictors of successful course performance than case-based learning performance: role of assessment incentive structure
Gonzalo A. Carrasco, Kathryn C. Behling, Osvaldo Lopez BMC Medical Education.2021;[Epub] CrossRef - Geographic Trends in Team-based Learning (TBL) Research and Implementation in Medical Schools
Jimmy Ming Hong, Preman Rajalingam Health Professions Education.2020; 6(1): 47. CrossRef - Impact of readiness assurance process and faculty feedback on individual application exercises: a model for continuous assessment in physiology
Kirtana Raghurama Nayak, Dhiren Punja, Chinmay Suryavanshi Advances in Physiology Education.2020; 44(4): 509. CrossRef - Introducing the Team Based Learning as an Approach to Reviving Interest in Biochemistry amongst Undergraduate Medical Students-An Exploratory Study
Vanita Lal, Bharti Bhandari, Garima Gupta, Kuldeep Singh, Praveen Sharma Annals of the National Academy of Medical Sciences (India).2020; 53: 166. CrossRef - A Novel Grading Strategy for Team‐Based Learning Exercises in a Hands‐on Course in Molecular Biology for Senior Undergraduate Underrepresented Students in Medicine Resulted in Stronger Student Performance
Gonzalo A. Carrasco, Kathryn C. Behling, Osvaldo J. Lopez Biochemistry and Molecular Biology Education.2019; 47(2): 115. CrossRef - First year medical student performance on weekly team-based learning exercises in an infectious diseases course: insights from top performers and struggling students
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Parto S. Khansari, Leanne Coyne Currents in Pharmacy Teaching and Learning.2018; 10(1): 90. CrossRef - From Anatomical Knowledge to Clinical Comprehension: a Peer-Oriented Learning Session to Help Medical Students Make the Leap
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Strengthening student communication through pediatric simulated patient encounters
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Ryan Whitt
, Gregory Toussaint , S. Bruce Binder , Nicole J. Borges
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J Educ Eval Health Prof. 2014;11:21. Published online August 17, 2014
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DOI: https://doi.org/10.3352/jeehp.2014.11.21
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23,964
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- As medical students enter the role of physician, clinical outcomes not only rely on their mastery of clinical knowledge, but also on the effectiveness in which they can communicate with patients and family members. While students typically have numerous opportunities to practice clinical communication with adult patients, such practice in pediatric settings is limited. This study examines if simulated patient (SP) encounters strengthen third-year medical students’ communication skills during the pediatrics clerkship. During 2011-2013, three SP encounters (comprising 3 pediatric scenarios) were incorporated into a pediatrics clerkship at one United States medical school to give students a safe venue to practice advanced communication with observation and direct feedback. Third-year medical students engaged in the scenarios and received both written and oral feedback from an evaluator observing the encounter. With IRB approval, students’ self-perceived confidence and abilities at performing the advanced communication skills were measured using an eightitem, Likert scale questionnaire administered pre and post the SP encounter. Pre- and post-questionnaires (n = 215; response rate, 96%) analyzed using a Wilcoxon-matched pairs signed-rank test demonstrated statistically significant increases in students’ perception of their confidence and abilities regarding their performance (P < 0.05; Bonferroni correction, P < 0.006). There was an increases in student confidence and self-perceived ability in: first, communicating with children and family members of young patients; second, managing confrontational situations involving parents; third, performing a thorough psychosocial history with an adolescent; and fourth, using Evidence Based Medicine to motivate parents.
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- A comparative analysis of student, educator, and simulated parent ratings of video-recorded medical student consultations in pediatrics
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How prepared are medical students to diagnose and manage common ocular conditions
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Elizabeth Shanika Esparaz
, S. Bruce Binder , Nicole J. Borges
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J Educ Eval Health Prof. 2014;11:29. Published online November 23, 2014
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DOI: https://doi.org/10.3352/jeehp.2014.11.29
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25,251
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144
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8
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Abstract
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- It is essential that primary care physicians have a solid fund of knowledge of the diagnosis and management of common eye conditions as well as ocular emergencies, as management of these diseases commonly involves appropriate referral to an ophthalmologist. Thus, it is crucial to receive comprehensive clinical knowledge of ophthalmic disease in the primary care setting during medical school. This study investigated how well prepared medical students are to diagnose and manage common ocular conditions. The study used scores from a standardized 12-question quiz administered to fourth-year medical students (N = 97; 88% response rate) and second-year medical students (N = 97; 97% response rate). The quiz comprising diagnosis and referral management questions covered the most frequently tested ophthalmology topics on board exams and assessed students’ ability to recognize when referral to an ophthalmologist is appropriate. Fourth-year medical students had quiz scores ranging from 0%-94.5% with an average score of 68.7%. Second-year students had quiz scores ranging from 27.2%–86.4%, with an average score of 63.8%. Passing rate was 70%. Student’s t-test showed fourth-year students had a significantly higher quiz average (P = 0.003). In general, both classes performed better on diagnostic questions (fourth-year, 73.7%; second year, 65.8%) rather than on management questions (fourth-year, 64.8%; second year, 61.8%). Both second-year and fourth-year students on average fell short on passing the ophthalmology proficiency quiz, and in general students were more adept at diagnosing rather than managing ocular conditions and emergencies.
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