Development and evaluation of an e-learning package for teaching skin examination. Action research

Area of Science:

• Medical Education Technology
• Dermatology Training
• E-learning in Healthcare

Background:

• Undergraduate dermatology curriculum faces resource strain due to large medical school cohorts and dispersed student populations.
• Limited direct teaching from dermatologists impacts student exposure to the specialty.
• Existing teaching methods struggle to meet the demands of growing student numbers.

Purpose of the Study:

• To develop and validate a proof-of-concept e-learning technology for teaching skin examination.
• To ground the technology in modern learning theories, specifically Anderson's theory of skills acquisition.
• To create an accessible and effective tool for medical students to learn essential dermatological skills.

Main Methods:

• Literature review and qualitative analysis of stakeholder requirements informed e-learning technology design.
• Application of Anderson's theory of skills acquisition guided the development of the skin examination teaching method.
• Iterative prototyping (paper and electronic) and usability evaluation assessed the instructional tool's effectiveness.

Main Results:

• A comprehensive skin examination specification was created, integrating evidence, textbook content, and expert consensus.
• A highly usable e-learning technology was developed, found to be simple, intuitive, interactive, and enjoyable by evaluators.
• Students perceived the tool as a confidence-building revision aid, though some educators advised its use alongside traditional methods.

Conclusions:

• Co-designed by students, educators, and teachers, the usable skin examination package warrants efficacy evaluation.
• The technology presents a valuable adjunct to traditional teaching, addressing logistical challenges in dermatology education.
• This approach offers a model for future educational technology development in dermatology and other medical fields.