A C Hartmann1, P D Cruz. 1. Department of Dermatology, The University of Texas Southwestern Medical Center, Dallas 75235-9069, USA.
Abstract
OBJECTIVES: To develop interactive teaching mechanisms for an "Introduction to Dermatology" course for medical students and to compare the effectiveness and impact of these mechanisms on learning. DESIGN: Survey and before-after trial. SETTING: Medical school. PARTICIPANTS: Second-year medical students (approximately 200 per year). MAIN OUTCOME MEASURES: The teaching mechanisms were evaluated through responses to questionnaire-based course evaluations (survey). The impact of the CD-ROM program was assessed by performance in Kodachrome slide-based multiple choice examinations (before-after trial). RESULTS: Overall the course was highly rated and among its components, the live-patient sessions, the CD-ROM program, and the poster exhibit were rated most effective. There was no difference in the examination performance of students who took the course before and after inclusion of the CD-ROM program. High-scoring students attended a significantly greater number of lectures in comparison with low-scoring students. CONCLUSIONS: The 3 teaching mechanisms judged by students to be most effective were also the most visual and interactive, suggesting that these attributes are critical to learning dermatology. On the other hand, addition of the CD-ROM program failed to produce differential improvement in short-term cognitive skills.
OBJECTIVES: To develop interactive teaching mechanisms for an "Introduction to Dermatology" course for medical students and to compare the effectiveness and impact of these mechanisms on learning. DESIGN: Survey and before-after trial. SETTING: Medical school. PARTICIPANTS: Second-year medical students (approximately 200 per year). MAIN OUTCOME MEASURES: The teaching mechanisms were evaluated through responses to questionnaire-based course evaluations (survey). The impact of the CD-ROM program was assessed by performance in Kodachrome slide-based multiple choice examinations (before-after trial). RESULTS: Overall the course was highly rated and among its components, the live-patient sessions, the CD-ROM program, and the poster exhibit were rated most effective. There was no difference in the examination performance of students who took the course before and after inclusion of the CD-ROM program. High-scoring students attended a significantly greater number of lectures in comparison with low-scoring students. CONCLUSIONS: The 3 teaching mechanisms judged by students to be most effective were also the most visual and interactive, suggesting that these attributes are critical to learning dermatology. On the other hand, addition of the CD-ROM program failed to produce differential improvement in short-term cognitive skills.
Authors: David A Back; Nicole Haberstroh; Andrea Antolic; Kai Sostmann; Gerhard Schmidmaier; Eike Hoff Journal: BMC Med Educ Date: 2014-01-27 Impact factor: 2.463
Authors: Dennis Falzon; Hazim Timimi; Pascal Kurosinski; Giovanni Battista Migliori; Wayne Van Gemert; Claudia Denkinger; Chris Isaacs; Alistair Story; Richard S Garfein; Luis Gustavo do Valle Bastos; Mohammed A Yassin; Valiantsin Rusovich; Alena Skrahina; Le Van Hoi; Tobias Broger; Ibrahim Abubakar; Andrew Hayward; Bruce V Thomas; Zelalem Temesgen; Subhi Quraishi; Dalene von Delft; Ernesto Jaramillo; Karin Weyer; Mario C Raviglione Journal: Eur Respir J Date: 2016-05-26 Impact factor: 16.671