Beyond Skin Deep: case-based online modules to teach multidisciplinary care in dermatology among clerkship students

Chaocheng Liu; Megan Chan; Vivienne Beard; Pamela Mathura; Marlene Dytoc

doi:10.1186/s12909-023-04072-z

Beyond Skin Deep: case-based online modules to teach multidisciplinary care in dermatology among clerkship students

BMC Med Educ. 2023 Feb 4;23(1):90. doi: 10.1186/s12909-023-04072-z.

Authors

Chaocheng Liu¹, Megan Chan², Vivienne Beard², Pamela Mathura³, Marlene Dytoc⁴

Affiliations

¹ Department of Dermatology and Skin Science, University of British Columbia, 835 West 10th Ave, 3rd Fl, Vancouver, BC, V5Z 4E8, Canada. cl13@ualberta.ca.
² Faculty of Medicine, University of British Columbia, Vancouver, BC, Canada.
³ Alberta Health Services and Department of Medicine, University of Alberta, Edmonton, AB, Canada.
⁴ Division of Dermatology, Faculty of Medicine and Dentistry, University of Alberta, Edmonton, AB, Canada.

Abstract

Background: Canadian medical schools offer limited clinical dermatology training. In addition, there is a lack of educational resources that are designed specifically for clerkship students that focus on the multidisciplinary nature of dermatology.

Objectives: After developing case-based educational resources to address the lack of clinical exposure and learning of multidisciplinary care in dermatology, this study aimed to evaluate the educational intervention and gather feedback for future module development.

Methods: Ten online interactive dermatology case-based modules involving 14 other disciplines were created. Medical students (n = 89) from two Canadian schools were surveyed regarding perceptions of the existing dermatology curriculum. Among 89 students, 46 voluntarily completed the modules, and a survey (a five-point Likert scale ratings) including narrative feedback was provided to determine an improvement in dermatology knowledge and understanding of multidisciplinary care.

Results: Among 89 surveyed students, only 17.1% agreed that their pre-clerkship dermatology education was sufficient and 10.2% felt comfortable managing patients with skin conditions in a clinical setting. Among 46 students, 95.7% of students agreed that the modules fit their learning style (4.17 ± 0.73 on Likert scale) with positive narrative feedback. 91.3% agreed or strongly agreed that the modules enhanced their dermatology knowledge (4.26 ± 0.61). 79.6% of students agreed that the modules helped with understanding the multidisciplinary nature of dermatological cases (3.98 ± 0.81). Student comfort to manage skin conditions increased 7.7 times from 10.2% to 78.3% post-module.

Conclusions: Clerkship students had limited knowledge of dermatologic conditions; the case-based modules were able to successfully address these deficits and assist students in understanding the multidisciplinary nature of dermatology.

Keywords: Case-based learning; Multidisciplinary care in dermatology; Online learning; Undergraduate medical education.

MeSH terms

Canada
Clinical Clerkship*
Clinical Competence
Curriculum
Dermatology* / education
Education, Medical, Undergraduate*
Humans
Students, Medical*