Problem-Based Learning: A Case of Acral Melanoma

Dermatology-focused problem-based learning cases are underrepresented in medical education despite the importance of skin cancer recognition across specialties. This project aimed to design, implement, and evaluate a melanoma-focused problem-based learning case for first-year medical students.

We developed a problem-based learning case on acral melanoma with input from dermatologists, medical students, and problem-based learning course directors. The case was piloted, revised, and incorporated into the curriculum at the Spencer Fox Eccles School of Medicine. Evaluation included a postcase anonymous survey to assess changes in confidence via a retrospective pre/post survey.

Sixty-two students completed the survey. Confidence in recognizing melanoma rose from 16.4% to 86.9% (P < .001). Confidence in recognizing melanoma in all skin types increased from 3.3% to 65.6% (P < .001). Self-reported knowledge of melanoma risk factors and confidence in prevention counseling improved from 5.1% to 55.9% and from 30.5% to 86.4%, respectively (both P < .001). Most students (93.2%) felt that the case addressed health care disparities. Every respondent (100%) rated the complexity of the case as appropriate for their level of education and training, and 81.3% rated it superior to other problem-based learning cases in their curriculum.

This melanoma problem-based learning case improved self-reported learner confidence and knowledge while addressing health care disparities in dermatology. It is adaptable across institutions and highlights the importance of including dermatology cases early in training.