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Related Concept Videos

Skin Cancer01:30

Skin Cancer

Skin cancer is a type of cancer that occurs when there is an abnormal growth of skin cells, usually triggered by damage to the DNA within the skin cells. It is primarily caused by exposure to ultraviolet (UV) radiation from the sun or artificial sources like tanning beds. Skin cancer is the most common type of cancer worldwide, and its incidence continues to rise.
Basal Cell Carcinoma (BCC): BCC is the most common type of skin cancer, accounting for about 80% of cases. It typically develops in...

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Updated: Jun 5, 2026

A 3D Organotypic Melanoma Spheroid Skin Model
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Published on: May 18, 2018

Problem-Based Learning: A Case of Acral Melanoma.

Annabelle Huntsman1,2, Amanda Jiang1,2, Justin Lyon1

  • 1Medical Student, Spencer Fox Eccles School of Medicine at the University of Utah.

Mededportal : the Journal of Teaching and Learning Resources
|June 4, 2026
PubMed
Summary
This summary is machine-generated.

This study developed a melanoma problem-based learning case for first-year medical students, significantly improving their confidence in recognizing melanoma and understanding risk factors across all skin types.

Keywords:
Acral MelanomaClinical Reasoning/Diagnostic ReasoningProblem-Based LearningSkin CancerSocial Determinants of Health

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Published on: June 7, 2019

Area of Science:

  • Medical Education
  • Dermatology
  • Curriculum Development

Background:

  • Dermatology-focused problem-based learning (PBL) cases are underrepresented in medical education.
  • Early recognition of skin cancer is crucial across medical specialties.
  • There is a need for effective dermatology training for medical students.

Purpose of the Study:

  • To design, implement, and evaluate a melanoma-focused PBL case for first-year medical students.
  • To enhance students' confidence and knowledge in melanoma detection and prevention.
  • To address health care disparities in dermatology education.

Main Methods:

  • A PBL case on acral melanoma was developed collaboratively with dermatologists and medical educators.
  • The case was piloted, revised, and integrated into the medical school curriculum.
  • An anonymous post-case survey assessed changes in student confidence using a retrospective pre/post design.

Main Results:

  • Confidence in recognizing melanoma increased significantly from 16.4% to 86.9% (P < .001).
  • Confidence in recognizing melanoma across all skin types improved from 3.3% to 65.6% (P < .001).
  • Knowledge of risk factors and prevention counseling confidence also showed substantial improvement (P < .001), with 93.2% of students noting its relevance to health care disparities.

Conclusions:

  • The melanoma PBL case effectively improved learner confidence and knowledge regarding melanoma.
  • The case successfully addressed health care disparities and was rated highly by students.
  • This adaptable educational tool underscores the importance of early dermatology integration in medical training.