Educational Problems
Conditions
Brief summary
Medical students' abilities to diagnose skin lesions after dermatology electives often remain unsatisfactory despite a dermatology elective being one of the most effective ways to improve their clinical reasoning. Feedback and reflection are two basic teaching methods used in clinical settings. This study aimed to investigate the effectiveness of structured reflection and immediate feedback in improving of medical students' evaluation of skin lesions.
Interventions
OTHERReflection and feedback
2-hour training involving 10 written clinical cases to encourage students to practice thinking like a dermatologist in their clinical reasoning, and to help students build adequate illness scripts of skin diseases
OTHERLecture
Traditional didactic lecture which uses the same clinical cases
Sponsors
SMG-SNU Boramae Medical Center
Seoul National University Hospital
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
OTHER
Masking
NONE
Eligibility
Sex/Gender
ALL
Healthy volunteers
Yes
Inclusion criteria
* Fourth-year medical students at Seoul National University College of Medicine * Students taking 2-week dermatology elective courses
Exclusion criteria
* Students who do not complete the whole course
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Diagnostic accuracy in the training set | At the end of a 2-week dermatology elective | Mean score of the training set (number of correct answers) |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Diagnostic accuracy in the control set | At the end of a 2-week dermatology elective | Mean score of the control set (number of correct answers) |
Countries
South Korea
Outcome results
None listed