Farrimond H, Dornan T L, Cockcroft A, Rhodes L E
Dermatological Sciences, University of Manchester and Hope Hospital, Salford, Manchester, M6 8HD, U.K.
Br J Dermatol. 2006 Sep;155(3):592-9. doi: 10.1111/j.1365-2133.2006.07360.x.
Dermatology is one of many specialities competing for space in the undergraduate curriculum, and recent review reveals that in some medical schools only a minority of students receives direct teaching from dermatologists. Enlargement of medical schools and dispersion of students over multiple sites further increase the strain on teaching resources.
To develop and obtain 'proof of concept' for a technology to teach skin examination, using an approach grounded in modern theories of learning.
The requirements for an e-learning technology were identified through literature review and qualitative analysis of stakeholders' requirements with respondent and expert validation. A method of teaching skin examination was developed by applying Anderson's theory of skills acquisition. It was prototyped first on paper, then electronically, and its usability as an instructional tool was evaluated.
The project delivered, firstly, a specification for skin examination derived from published evidence, textbook content, and staff and student consensus; and secondly, a very useable technology to help students learn skin examination (http://www.skillsbase.man.ac.uk). A validation task was completed in 20 min without significant usability problems, and evaluators found it simple, intuitive, interactive and enjoyable to use. Students saw it as an adjunct that would help them build confidence and revise for examinations. Nonstakeholder teachers expressed concern about the apparent simplicity of its contents and felt that it should only be used in association with traditional teaching methods.
Students, educationalists and teachers were able to codesign a useable skin examination package, which merits evaluation of efficacy. In view of the logistic difficulties of teaching dermatology to the growing student population, the technology may be a useful adjunct to traditional teaching methods. Our approach may inform further developments in educational technology in dermatology.
皮肤科是众多争取本科课程教学空间的专业之一，最近的一项综述显示，在一些医学院校，只有少数学生接受皮肤科医生的直接教学。医学院校的扩大以及学生分散在多个校区，进一步增加了教学资源的压力。
运用基于现代学习理论的方法，开发并获取一种用于教授皮肤检查的技术的“概念验证”。
通过文献综述以及对利益相关者需求的定性分析，并经受访者和专家验证，确定了电子学习技术的要求。应用安德森的技能习得理论开发了一种教授皮肤检查的方法。该方法首先在纸上进行原型设计，然后以电子方式进行，并且对其作为教学工具的可用性进行了评估。
该项目首先提供了一份基于已发表证据、教科书内容以及教职员工和学生共识得出的皮肤检查规范；其次，提供了一种非常实用的技术，以帮助学生学习皮肤检查（http://www.skillsbase.man.ac.uk）。一项验证任务在20分钟内完成，且没有明显的可用性问题，评估人员发现它简单、直观、交互式且使用起来很有趣。学生们将其视为一种有助于他们建立信心和备考的辅助工具。非利益相关者教师对其内容表面上的简单性表示担忧，并认为它仅应与传统教学方法结合使用。
学生、教育工作者和教师能够共同设计出一个可用的皮肤检查包，值得对其效果进行评估。鉴于向不断增长的学生群体教授皮肤科的后勤困难，该技术可能是传统教学方法的有用辅助工具。我们的方法可能为皮肤科教育技术的进一步发展提供参考。
