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Case-Based Learning in Dermatology
Annie Liu1, Linghong Linda Zhou2, Andrea Lam1
11 Division of Dermatology, University of Toronto, Toronto, ON, Canada.
Journal of Cutaneous Medicine and Surgery
|January 24, 2018
Summary
Case-based learning (CBL) in dermatology education significantly improved student knowledge, with a 32% score increase. Both students and tutors responded positively to this innovative teaching method.
Area of Science:
- Medical Education
- Dermatology Training
Background:
- Dermatology education faces challenges due to its vast scope and clinical focus.
- Case-based learning (CBL) is an under-explored pedagogical approach in dermatology.
Purpose of the Study:
- To evaluate the effectiveness and reception of case-based learning (CBL) in undergraduate dermatology medical education.
Main Methods:
- Case-based learning was integrated into the preclerkship dermatology curriculum for 710 students and 93 tutors.
- Data collected included assignment performance, pre- and post-CBL knowledge tests, and anonymous student/tutor experience surveys.
Main Results:
- Students and tutors reported highly positive feedback (average score >3.8/5) on the CBL experience.
- Knowledge test scores increased by 32% post-CBL, and group assignments achieved high scores (88.9%-99.3%).
- Key themes included appreciation for specialist tutors, visual media, and "mini-cases," with motivation noted as a challenge.
Conclusions:
- Case-based learning is a well-received and effective method for undergraduate dermatology education.
- Further research should focus on optimizing CBL delivery and assessing long-term knowledge retention in dermatology.
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