Journal of Educational Evaluation for Health Professions

Brief Reports

Assessment of medical students’ proficiency in dermatology: Are medical students adequately prepared to diagnose and treat common dermatologic conditions in the United States?: Catherine A Ulman, Stephen Bruce Binder, Nicole J. Borges; J Educ Eval Health Prof. 2015;12:18. Published online May 17, 2015; DOI: https://doi.org/10.3352/jeehp.2015.12.18

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This study assessed whether a current medical school curriculum is adequately preparing medical students to diagnose and treat common dermatologic conditions. A 15-item anonymous multiple choice quiz covering fifteen diseases was developed to test students’ ability to diagnose and treat common dermatologic conditions. The quiz also contained five items that assessed students’ confidence in their ability to diagnose common dermatologic conditions, their perception of whether they were receiving adequate training in dermatology, and their preferences for additional training in dermatology. The survey was performed in 2014, and was completed by 85 students (79.4%). Many students (87.6%) felt that they received inadequate training in dermatology during medical school. On average, students scored 46.6% on the 15-item quiz. Proficiency at the medical school where the study was performed is considered an overall score of greater than or equal to 70.0%. Students received an average score of 49.9% on the diagnostic items and an average score of 43.2% on the treatment items. The findings of this study suggest that United States medical schools should consider testing their students and assessing whether they are being adequately trained in dermatology. Then schools can decide if they need to re-evaluate the timing and delivery of their current dermatology curriculum, or whether additional curriculum hours or clinical rotations should be assigned for dermatologic training.

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Chaocheng Liu, Megan Chan, Vivienne Beard, Pamela Mathura, Marlene Dytoc
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Efficacy of pediatric dermatology Extension for Community Healthcare Outcomes (ECHO) sessions on augmenting primary care providers' confidence and abilities
Haorui Sun, Brian Green, Andrea Zaenglein, Melissa Butt, Joslyn S. Kirby, Alexandra Flamm
Pediatric Dermatology.2022; 39(3): 385. CrossRef
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BMC Medical Education.2022;[Epub] CrossRef
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Clinical, Cosmetic and Investigational Dermatology.2022; Volume 15: 745. CrossRef
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Evaluating the Use of Supplemental Training Technologies in Dermatology Education
Mallory Aycock, Craig Marker, Philip Kellman
Journal of Dermatology for Physician Assistants.2021;[Epub] CrossRef
Evaluation and comparison of the dermatology program for medical students at the University of Chile with other national and foreign universities
Camilo Rojas, Fernando Valenzuela, Hugo Folch
Journal of Education and Health Promotion.2021; 10(1): 153. CrossRef
Early Introduction of Dermatology Clinical Skills in Medical Training
Kim Blakely, Bahar Bahrani, Philip Doiron, Erin Dahlke
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The Impact of Suspension of Dermatology On-Call Services
Annie Langley, Mark G. Kirchhof
Journal of Cutaneous Medicine and Surgery.2020; 24(4): 380. CrossRef
COVID-19 and its effect on medical student education in dermatology
Tiffany Y. Loh, Jennifer L. Hsiao, Vivian Y. Shi
Journal of the American Academy of Dermatology.2020; 83(2): e163. CrossRef
Dermatologic Training and Practice in Canada: A Historical Overview
P. Régine Mydlarski, Laurie M. Parsons, Tadeusz A. Pierscianowski, Shannon Humphrey, Mark G. Kirchhof, Julie Powell, Cheryl F. Rosen, Emma Huck, Josée Conway, Adam Kouri
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Undergraduate Dermatology Education in Canada: A National Survey
Angela Hu, Ron Vender
Journal of Cutaneous Medicine and Surgery.2018; 22(1): 31. CrossRef
Development and Evaluation of a Web-Based Dermatology Teaching Tool for Preclinical Medical Students
Moira Scaperotti, Nelson Gil, Ian Downs, Arthie Jeyakumar, Andy Liu, Jimmy Chan, Joseph Bonner, Mary S. Kelly, Joshua D. Nosanchuk, Hillel W. Cohen, Elina Jerschow
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Integration of Dermatology-Focused Physical Diagnosis Rounds and Case-Based Learning within the Internal Medicine Medical Student Clerkship
Brian L. Scott, Blake Barker, Reeni Abraham, Heather W. Wickless
Journal of Medical Education and Curricular Development.2016; 3: JMECD.S40417. CrossRef
Nuevas tecnologías de la información en la enseñanza de la dermatología: dermaconsulta. El paciente dermatológico virtual
A. Guerra-Tapia, R. Segura-Rodríguez, E. González-Guerra
Actas Dermo-Sifiliográficas.2015; 106(10): 781. CrossRef
New Information Technologies in Dermatology Education: Dermaconsulta—a Virtual Patient Tool
A. Guerra-Tapia, R. Segura-Rodríguez, E. González-Guerra
Actas Dermo-Sifiliográficas (English Edition).2015; 106(10): 781. CrossRef

How prepared are medical students to diagnose and manage common ocular conditions: Elizabeth Shanika Esparaz, S. Bruce Binder, Nicole J. Borges; J Educ Eval Health Prof. 2014;11:29. Published online November 23, 2014; DOI: https://doi.org/10.3352/jeehp.2014.11.29

24,876 View
144 Download
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Abstract PDF

It is essential that primary care physicians have a solid fund of knowledge of the diagnosis and management of common eye conditions as well as ocular emergencies, as management of these diseases commonly involves appropriate referral to an ophthalmologist. Thus, it is crucial to receive comprehensive clinical knowledge of ophthalmic disease in the primary care setting during medical school. This study investigated how well prepared medical students are to diagnose and manage common ocular conditions. The study used scores from a standardized 12-question quiz administered to fourth-year medical students (N = 97; 88% response rate) and second-year medical students (N = 97; 97% response rate). The quiz comprising diagnosis and referral management questions covered the most frequently tested ophthalmology topics on board exams and assessed students’ ability to recognize when referral to an ophthalmologist is appropriate. Fourth-year medical students had quiz scores ranging from 0%-94.5% with an average score of 68.7%. Second-year students had quiz scores ranging from 27.2%–86.4%, with an average score of 63.8%. Passing rate was 70%. Student’s t-test showed fourth-year students had a significantly higher quiz average (P = 0.003). In general, both classes performed better on diagnostic questions (fourth-year, 73.7%; second year, 65.8%) rather than on management questions (fourth-year, 64.8%; second year, 61.8%). Both second-year and fourth-year students on average fell short on passing the ophthalmology proficiency quiz, and in general students were more adept at diagnosing rather than managing ocular conditions and emergencies.

Citations

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A Systematic Review of Ophthalmology Education in Medical Schools
Sascha K.R. Spencer, Patrick A. Ireland, Jorja Braden, Jenny L. Hepschke, Michael Lin, Helen Zhang, Jessie Channell, Hessom Razavi, Angus W. Turner, Minas T. Coroneo, Boaz Shulruf, Ashish Agar
Ophthalmology.2024; 131(7): 855. CrossRef
The Decline of Basic Ophthalmology in General Medical Education: A Scoping Review and Recommended Potential Solutions
Jennifer Liao, Robin Redmon Wright, Gargi K Vora
Journal of Medical Education and Curricular Development.2024;[Epub] CrossRef
Matching of advanced undergraduate medical students’ competence profiles with the required competence profiles of their specialty of choice for postgraduate training
Lea Jebram, Sarah Prediger, Viktor Oubaid, Sigrid Harendza
BMC Medical Education.2023;[Epub] CrossRef
Assessment of Ophthalmology Teaching and its Impact on the Choice of Future Specialties Among Medical Students of Jazan University
Ismail Abuallut, Eman Hurissi, Bandar M Abuageelah, Mona Alfaifi, Alshomokh Hakami, Alanoud Qadri, Afnan Hakami, Saleh Ghulaysi
Cureus.2023;[Epub] CrossRef
Medical Schools’ Ophthalmology Course: An Appraisal by Ophthalmology Residents
Yahya Abdulrahman Al-Najmi, Ahmed Hussein Subki, Nazih Suwalih Alzaidi, Nadeem Shafique Butt, Alaa Abdulhamid Alsammahi, Firas Mohamed Madani, Mohammed Saad Alsallum, Rakan Salah Al-Harbi, Nizar Mohammed Alhibshi
International Journal of General Medicine.2021; Volume 14: 8365. CrossRef
Quantitative analysis of medical students’ and physicians’ knowledge of degenerative cervical myelopathy
Mueez Waqar, Jane Wilcock, Jayne Garner, Benjamin Davies, Mark Kotter
BMJ Open.2020; 10(1): e028455. CrossRef
Ophthalmology training and competency levels in caring for patients with ophthalmic complaints among United States internal medicine, emergency medicine, and family medicine residents
Christopher Daniel Gelston, Jennifer Landrigan Patnaik
Journal of Educational Evaluation for Health Professions.2019; 16: 25. CrossRef

Strengthening student communication through pediatric simulated patient encounters: Ryan Whitt, Gregory Toussaint, S. Bruce Binder, Nicole J. Borges; J Educ Eval Health Prof. 2014;11:21. Published online August 17, 2014; DOI: https://doi.org/10.3352/jeehp.2014.11.21

23,556 View
154 Download
4 Web of Science
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Abstract PDF

As medical students enter the role of physician, clinical outcomes not only rely on their mastery of clinical knowledge, but also on the effectiveness in which they can communicate with patients and family members. While students typically have numerous opportunities to practice clinical communication with adult patients, such practice in pediatric settings is limited. This study examines if simulated patient (SP) encounters strengthen third-year medical students’ communication skills during the pediatrics clerkship. During 2011-2013, three SP encounters (comprising 3 pediatric scenarios) were incorporated into a pediatrics clerkship at one United States medical school to give students a safe venue to practice advanced communication with observation and direct feedback. Third-year medical students engaged in the scenarios and received both written and oral feedback from an evaluator observing the encounter. With IRB approval, students’ self-perceived confidence and abilities at performing the advanced communication skills were measured using an eightitem, Likert scale questionnaire administered pre and post the SP encounter. Pre- and post-questionnaires (n = 215; response rate, 96%) analyzed using a Wilcoxon-matched pairs signed-rank test demonstrated statistically significant increases in students’ perception of their confidence and abilities regarding their performance (P < 0.05; Bonferroni correction, P < 0.006). There was an increases in student confidence and self-perceived ability in: first, communicating with children and family members of young patients; second, managing confrontational situations involving parents; third, performing a thorough psychosocial history with an adolescent; and fourth, using Evidence Based Medicine to motivate parents.

Citations

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A comparative analysis of student, educator, and simulated parent ratings of video-recorded medical student consultations in pediatrics
Clare C. Sullivan, Daire M. O’Leary, Fiona M. Boland, Claire M. Condron, Claire M. Mulhall, Walter J. Eppich
Advances in Simulation.2024;[Epub] CrossRef
Preparing for Pediatrics: Experiential Learning Helps Medical Students Prepare for Their Clinical Placement
Clare Sullivan, Claire Condron, Claire Mulhall, Mohammad Almulla, Maria Kelly, Daire O'Leary, Walter Eppich
Frontiers in Pediatrics.2022;[Epub] CrossRef
Improving Patient- and Family-Centered Communication in Pediatrics: A Review of Simulation-Based Learning
Eleanor Peterson, Rebecca Morgan, Aaron Calhoun
Pediatric Annals.2021;[Epub] CrossRef
‘Demystifying’ the encounter with adolescent patients: a qualitative study on medical students’ experiences and perspectives during training with adolescent simulated patients
Yusuke Leo Takeuchi, Raphaël Bonvin, Anne-Emmanuelle Ambresin
Medical Education Online.2021;[Epub] CrossRef
Student Perception of Preparedness for Clinical Management of Adults With Lifelong Disability Using a Standardized Patient Assessment
Lisa Dannemiller, Elshimaa Basha, Wendy Kriekels, Amy Nordon-Craft
Journal of Physical Therapy Education.2017; 31(4): 76. CrossRef

Research Article

Incentive structure in team-based learning: graded versus ungraded Group Application exercises: Adam S. Deardorff, Jeremy A. Moore, Colleen McCormick, Paul G. Koles, Nicole J. Borges; J Educ Eval Health Prof. 2014;11:6. Published online April 21, 2014; DOI: https://doi.org/10.3352/jeehp.2014.11.6

31,439 View
188 Download
15 Web of Science
18 Crossref

Abstract PDF

Purpose
Previous studies on team-based learning (TBL) in medical education demonstrated improved learner engagement, learner satisfaction, and academic performance; however, a paucity of information exists on modifications of the incentive structure of “traditional” TBL practices. The current study investigates the impact of modification to conventional Group Application exercises by examining student preference and student perceptions of TBL outcomes when Group Application exercises are excluded from TBL grades.
Methods
During the 2009–2010 and 2010–2011 academic years, 175 students (95.6% response rate) completed a 22-item multiple choice survey followed by 3 open response questions at the end of their second year of medical school. These students had participated in a TBL supplemented preclinical curriculum with graded Group Application exercises during year one and ungraded Group Application exercises during year two of medical school.
Results
Chi-square analyses showed significant differences between grading categories for general assessment of TBL, participation and communication, intra-team discussion, inter-team discussion, student perceptions of their own effort and development of teamwork skills. Furthermore, 83.8% of students polled prefer ungraded Group Application exercises with only 7.2% preferring graded and 9.0% indicating no preference.
Conclusion
The use of ungraded Group Application exercises appears to be a successful modification of TBL, making it more “student-friendly” while maintaining the goals of active learning and development of teamwork skills.

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