Yang Connie Y, Zumwalt Ann C, Larson Allison R
Department of Dermatology, Boston University, Boston, Massachusetts.
Dermatol Online J. 2018 Dec 15;24(12):13030/qt26w5m0x1.
Medical schools rarely offer exposure to clinical dermatology in the first-year curriculum.
We describe and report student satisfaction results of three novel teaching methods for integrating basic dermatology concepts into gross anatomy laboratory.
During the first year of the intervention, 180 students attended an hour-long anatomy laboratory session during which skin lesions were examined. One attending and three resident dermatologists spent time at all tables of students, then circulated to answer questions. During the second year, 189 students participated in the same teaching session preceded by a 30-minute in-class lecture. During the third year, 172 students were given the option to view a supplemental online video module before or after the teaching session. Each year following the teaching session, students were sent an optional online survey regarding the impact of the teaching session on their understanding of skin lesions and their cadaver experience.
Overall, students felt the intervention helped them develop a better understanding and appreciation for dermatology. Preceding the laboratory session with a lecture or educational video yielded higher satisfaction scores.
This brief teaching intervention illustrates an approach to introducing dermatologic entities within the foundational science curriculum of the first year of medical school.
医学院校在一年级课程中很少提供临床皮肤病学的接触机会。
我们描述并报告了三种将基础皮肤病学概念融入大体解剖实验室的新颖教学方法的学生满意度结果。
在干预的第一年，180名学生参加了为期一小时的解剖实验室课程，期间检查了皮肤病变。一名主治医生和三名皮肤科住院医师在学生的所有桌子旁停留，然后四处走动回答问题。在第二年，189名学生在参加相同的教学课程之前先进行了30分钟的课堂讲座。在第三年，172名学生可以选择在教学课程之前或之后观看补充在线视频模块。在每年的教学课程之后，都会向学生发送一份可选的在线调查问卷，询问教学课程对他们理解皮肤病变和尸体解剖体验的影响。
总体而言，学生们认为这种干预有助于他们更好地理解和欣赏皮肤病学。在实验室课程之前进行讲座或教育视频可获得更高的满意度得分。
这种简短的教学干预展示了一种在医学院校一年级基础科学课程中引入皮肤病学内容的方法。
