TY - JOUR
T1 - Development and Evaluation of a Web-Based Dermatology Teaching Tool for Preclinical Medical Students
AU - Scaperotti, Moira
AU - Gil, Nelson
AU - Downs, Ian
AU - Jeyakumar, Arthie
AU - Liu, Andy
AU - Chan, Jimmy
AU - Bonner, Joseph
AU - Kelly, Mary S.
AU - Nosanchuk, Joshua D.
AU - Cohen, Hillel W.
AU - Jerschow, Elina
PY - 2017/8/12
Y1 - 2017/8/12
N2 - 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.
AB - 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.
KW - Curriculum
KW - Dermatology
KW - E-Module
KW - Editor's Choice
KW - Self-Learning
KW - USMLE Step 1
UR - http://www.scopus.com/inward/record.url?scp=85075172804&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85075172804&partnerID=8YFLogxK
U2 - 10.15766/mep_2374-8265.10619
DO - 10.15766/mep_2374-8265.10619
M3 - Article
C2 - 30800820
AN - SCOPUS:85075172804
SN - 2374-8265
VL - 13
SP - 10619
JO - MedEdPORTAL : the journal of teaching and learning resources
JF - MedEdPORTAL : the journal of teaching and learning resources
ER -