ArticleMedEdPORTAL : the journal of teaching and learning resources2017
Development and Evaluation of a Web-Based Dermatology Teaching Tool for Preclinical Medical Students.
Article in MedEdPORTAL : the journal of teaching and learning resources, 2017. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 10 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
10 citing papers in PubMed, 18 citations in OpenAlex.
- Dermatology teaching for undergraduate medical students in clinical routine - a structured four-week curriculum.BMC medical education · 2024Article
- Melanoma: Does It Present Differently in Darker Skin Tones?MedEdPORTAL : the journal of teaching and learning resources · 2023Article
- Web-based formative assessment through clinical cases: role in pathophysiology teaching.BMC medical education · 2021Article
- Perspectives of Dermatology Faculty Toward Millennial Trainees and Colleagues: A National Survey.Mayo Clinic proceedings. Innovations, quality & outcomes · 2021Article
- Evaluating the Use of Supplemental Training Technologies in Dermatology Education.Journal of dermatology for physician assistants : Official journal of the Society of Dermatology Physician Assistants · 2021Article
- A Brief Dermatology Curriculum in Skin Cancer Detection and Prevention to Improve Medical Student Knowledge and Confidence.MedEdPORTAL : the journal of teaching and learning resources · 2020Article
- "I Have a Cough": An Interactive Virtual Respiratory Case-Based Module.MedEdPORTAL : the journal of teaching and learning resources · 2020Article
- SVI Self-Study Guide: A Study Tool for Independent Preparation for the AAMC Standardized Video Interview.MedEdPORTAL : the journal of teaching and learning resources · 2019Article
- Impact of COVID 19 on Dermatology Education.Indian dermatology online journalArticle
- An Online Dermatology Teaching Module for Undergraduate Medical Students amidst the COVID-19 Pandemic: An Experience and Suggestions for the Future.Indian dermatology online journalArticle
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
11 authors at 1 institution in 1 country.
Funding
Abstract
introductionThere 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.
methodsA 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.
resultsThe interventional group scored significantly higher than did the conventional group on module questions-75% (interquartile range [IQR], 69-88) versus 50% (IQR, 38-63), 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.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.