Dermatology 2013

Service de pharmacovigilance, hopital Nord, CHU, 42055 Saint-Etienne cedex 2, France.

Service de dermatologie, hopital Nord, CHU, 42055 Saint-Etienne cedex 2, France. Electronic address: bruno.labeille@chu-st-etienne.fr.

 

 

Reference Type:  Journal Article

Record Number: 4430Author: Cipriano, S. D., Dybbro, E., Boscardin, C. K., Shinkai, K. and Berger, T. G.

Year: 2013

Title: Online learning in a dermatology clerkship: piloting the new American Academy of Dermatology Medical Student Core Curriculum

Journal: J Am Acad Dermatol

Volume: 69

Issue: 2

Pages: 267-72

Date: Aug

Short Title: Online learning in a dermatology clerkship: piloting the new American Academy of Dermatology Medical Student Core Curriculum

Alternate Journal: Journal of the American Academy of Dermatology

ISSN: 1097-6787 (Electronic)

0190-9622 (Linking)

DOI: 10.1016/j.jaad.2013.04.025

Accession Number: 23683728

Keywords: Adult

Clinical Clerkship/methods

*Clinical Competence

*Computer-Assisted Instruction

Curriculum

Dermatology/*education

Educational Measurement

Female

Humans

*Internet

Male

Pilot Projects

Societies, Medical

Students, Medical/statistics & numerical data

United States

Abstract: BACKGROUND: Multiple studies have shown that both current and future primary care providers have insufficient education and training in dermatology. To address the limitations and wide variability in medical student dermatology instruction, the American Academy of Dermatology (AAD) created a standardized, online curriculum for both dermatology learners and educators. OBJECTIVE: We sought to determine the impact of the integration of the AAD online curriculum into a 2-week introductory dermatology clerkship for fourth-year medical students. METHODS: In addition to their clinical duties, we assigned 18 online modules at a rate of 1 to 3 per day. We evaluated knowledge acquisition using a 50-item, multiple-choice pretest and posttest. Postmodule and end-of-course questionnaires contained both closed and open-ended items soliciting students’ perceptions about usability and satisfaction. RESULTS: All 51 participants significantly improved in their dermatology knowledge (P < .001). The majority of students found the modules easy to navigate (95%) and worth their time (93%). All respondents supported the continuation of the modules as part of the dermatology clerkship. LIMITATIONS: Without a control group who did not experience the online curriculum, we are unable to isolate the specific impact of the online modules on students’ learning. CONCLUSION: This study demonstrates the successful integration of this educational resource into a 2-week, university-based dermatology clerkship. Students’ perceptions regarding usability and satisfaction were overwhelmingly positive, suggesting that the online curriculum is highly acceptable to learners. Widespread use of this curriculum may be a significant advancement in standardized dermatology learning for medical students.

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