Sydney Medical School, University of Sydney, Camperdown, NSW, Australia.
Therapeutics Research Centre, Basil Hetzel Institute for Translational Health Research, The Queen Elizabeth Hospital, Woodville South, SA, Australia.
Clin Exp Dermatol. 2023 Jun 5;48(6):648-659. doi: 10.1093/ced/llad052.
Dermatological diseases are widespread and have a significant impact on the quality of life of patients; however, access to appropriate care is often limited. Improved early training during medical school represents a potential upstream solution. This scoping review explores dermatology education during medical school, with a focus on identifying the factors associated with optimizing the preparation of future physicians to provide care for patients with skin disease. A literature search was conducted using online databases (Embase, MEDLINE, CINAHL and Scopus) to identify relevant studies. The Joanna Briggs Institute methodological framework for scoping reviews was used, including quantitative and qualitative data analysis following a grounded theory approach. From 1490 articles identified, 376 articles were included. Most studies were from the USA (46.3%), UK (16.2%), Germany (6.4%) and Canada (5.6%). Only 46.8% were published as original articles, with a relatively large proportion either as letters (29.2%) or abstracts (12.2%). Literature was grouped into three themes: teaching content, delivery and assessment. Core learning objectives were country dependent; however, a common thread was the importance of skin cancer teaching and recognition that diversity and cultural competence need greater fostering. Various methods of delivery and assessment were identified, including computer-aided and online, audiovisual, clinical immersion, didactic, simulation and peer-led approaches. The advantages and disadvantages of each need to be weighed when deciding which is most appropriate for a given learning outcome. The broader teaching-learning ecosystem is influenced by (i) community health needs and medical school resources, and (ii) the student and their ability to learn and perform. Efforts to optimize dermatology education may use this review to further investigate and adapt teaching according to local needs and context.
皮肤病广泛存在，对患者的生活质量有重大影响；然而，获得适当的治疗往往受到限制。在医学院期间加强早期培训是一种潜在的解决办法。本范围综述探讨了医学院的皮肤病学教育，重点是确定与优化未来医生为皮肤病患者提供护理的准备工作相关的因素。使用在线数据库（Embase、MEDLINE、CINAHL 和 Scopus）进行文献检索，以确定相关研究。采用乔安娜·布里格斯研究所（Joanna Briggs Institute）的范围综述方法框架，采用扎根理论方法进行定量和定性数据分析。从确定的 1490 篇文章中，纳入了 376 篇文章。大多数研究来自美国（46.3%）、英国（16.2%）、德国（6.4%）和加拿大（5.6%）。只有 46.8%以原创文章发表，其中相当大的比例是信件（29.2%）或摘要（12.2%）。文献分为三个主题：教学内容、教学方法和评估。核心学习目标因国家而异；然而，一个共同点是皮肤癌教学的重要性，以及认识到多样性和文化能力需要更大的培养。确定了各种教学方法和评估方法，包括计算机辅助和在线、视听、临床沉浸、教学法、模拟和同伴主导的方法。在决定哪种方法最适合特定的学习成果时，需要权衡每种方法的优缺点。更广泛的教学-学习生态系统受到（i）社区健康需求和医学院资源，以及（ii）学生及其学习和表现能力的影响。优化皮肤病学教育的努力可以利用本综述根据当地需求和背景进一步调查和调整教学。
