Formal Art Observation Training Improves Medical Students’ Visual Diagnostic Skills

Objective: To compared pattern recognition abilities of final-year medical students and dermatology residents to distinguish and classify superficial fungal infections and resembling lesions.Methods: The study was conducted at the Department of Dermatology, Faculty of Medicine, Siriraj Hospital, Mahidol University, Bangkok, Thailand, in 2019. The participants had to make diagnosis from 78 images including typical and atypical lesions within 50 second. No history or any description was given. The answer sheets were reviewed.Results: Medical students (n = 18) and dermatology residents (n = 19) showed no significant differences in the means of overall accuracy scores. Residents demonstrated a statistically higher mean score than the medical students in diagnoses of anthropophilic infection with mostly presented with typical lesion. However, there were no significant differences in the mean scores for their diagnoses of zoophilic dermatophytosis as atypical lesions and other skin lesions.Conclusion: Pattern recognition was helpful for the diagnosis of cutaneous dermatophytosis, especially in cases of typical lesions. Nonetheless, pattern recognition alone is insufficient for the diagnosis of atypical dermatophytosis lesions: analytical diagnostic skills should also be enhanced to an increase in the accuracies of atypical-lesion diagnoses.

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Evaluation of Computer-aided Strategies for Teaching Medical Students Prenatal Ultrasound Diagnostic Skills

Medical Education Online ◽

10.3402/meo.v13i.4482 ◽

2008 ◽

Vol 13 (1) ◽

pp. 4482 ◽

Cited By ~ 6

Author(s):

Lawrence S. Amesse ◽

Ealena Callendar ◽

Teresa Pfaff-Amesse ◽

Janice Duke ◽

William N.P. Herbert

Keyword(s):

Medical Students ◽

Prenatal Ultrasound ◽

Diagnostic Skills ◽

Computer Aided

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Measuring the Effects of an Observation Training Program for First-Year Medical Students

Medical Science Educator ◽

10.1007/s40670-018-0607-5 ◽

2018 ◽

Vol 28 (4) ◽

pp. 649-653 ◽

Cited By ~ 1

Author(s):

Briette V. Karanfilian ◽

Norma S. Saks

Keyword(s):

Medical Students ◽

Training Program ◽

First Year ◽

First Year Medical Students ◽

Observation Training

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Development and Validation of an Assessment Tool for Technical Skills in Handheld Otoscopy

Annals of Otology Rhinology & Laryngology ◽

10.1177/0003489420904734 ◽

2020 ◽

Vol 129 (7) ◽

pp. 715-721

Author(s):

Mads J. Guldager ◽

Jacob Melchiors ◽

Steven Arild Wuyts Andersen

Keyword(s):

Medical Students ◽

Assessment Tool ◽

Medical Training ◽

Technical Skills ◽

University Teaching ◽

Validity Evidence ◽

Level Of Evidence ◽

Training Interventions ◽

Diagnostic Skills ◽

Novices And Experts

Objective: Handheld otoscopy requires both technical and diagnostic skills, and is often reported to be insufficient after medical training. We aimed to develop and gather validity evidence for an assessment tool for handheld otoscopy using contemporary medical educational standards. Study Design: Educational study. Setting: University/teaching hospital. Subjects and Methods: A structured Delphi methodology was used to develop the assessment tool: nine key opinion leaders (otologists) in undergraduate training of otoscopy iteratively achieved consensus on the content. Next, validity evidence was gathered by the videotaped assessment of two handheld otoscopy performances of 15 medical students (novices) and 11 specialists in otorhinolaryngology using two raters. Standard setting (pass/fail criteria) was explored using the contrasting groups and Angoff methods. Results: The developed Copenhagen Assessment Tool of Handheld Otoscopy Skills (CATHOS) consists 10 items rated using a 5-point Likert scale with descriptive anchors. Validity evidence was collected and structured according to Messick’s framework: for example the CATHOS had excellent discriminative validity (mean difference in performance between novices and experts 20.4 out of 50 points, P < .001); and high internal consistency (Cronbach’s alpha = 0.94). Finally, a pass/fail score was established at 30 points for medical students and 42 points for specialists in ORL. Conclusion: We have developed and gathered validity evidence for an assessment tool of technical skills of handheld otoscopy and set standards of performance. Standardized assessment allows for individualized learning to the level of proficiency and could be implemented in under- and postgraduate handheld otoscopy training curricula, and is also useful in evaluating training interventions. Level of evidence: NA

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DOES CARDIAC PHYSICAL EXAM TEACHING USING A CARDIAC SIMULATOR IMPROVE MEDICAL STUDENTS’ DIAGNOSTIC SKILLS?

Canadian Journal of Cardiology ◽

10.1016/j.cjca.2017.07.107 ◽

2017 ◽

Vol 33 (10) ◽

pp. S44-S45

Author(s):

N. Gauthier ◽

C. Johnson ◽

M. Keenan ◽

E. Stadnick ◽

M. Sostok ◽

...

Keyword(s):

Medical Students ◽

Physical Exam ◽

Diagnostic Skills

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Web-Based Undergraduate Medical Education in a Virtual Learning Environment Using an Original Pedagogical Approach: an Observational Longitudinal Study

Revista Brasileira de Educação Médica ◽

10.1590/1981-52712015v43n1rb20180039ing ◽

2019 ◽

Vol 43 (1) ◽

pp. 97-104

Author(s):

Lucas Vilas Bôas Magalhães ◽

Li Min Li

Keyword(s):

Medical Education ◽

Medical Students ◽

Virtual Learning ◽

Opinion Survey ◽

Undergraduate Medical Students ◽

Web Based ◽

Diagnostic Skills ◽

The Mean ◽

Building Program

ABSTRACT Background Asynchronous Web-based Medical Education in Virtual Learning Environments (VLEs) has grown steadily because of its many advantages. Various configurations and instructional methods are presently available. The existing proposals are poorly structured and/or not very effectively used for teaching diagnostic skills to undergraduate medical students in Brazil. A robust instructional method with positive pedagogical characteristics is needed. Thus, we have proposed a pedagogically-structured method for VLEs that includes a motivating initial reading (Medical Chronicle – MC), and a knowledge building program, using real cases coupled with audiovisual resources (Diagnostic Workshop – DW). We aimed to verify its acceptance, as well as the efficacy of the MC/DW method in improving the diagnostic ability of medical students, in the long term. Methods An opinion survey, two MC/DW materials and two Knowledge and Diagnostic Skills (KDS) questionnaires on stroke and epilepsy were developed, and two medical student groups were followed up in this 2013 longitudinal observational study. The students answered a KDS1, and attended a traditional lecture on one of the topics. They also accessed a VLE to apply the MC/DW method on stroke or epilepsy. We applied the same questionnaire (KDS2 and KDS3, respectively), one month and 5-6 months after the KDS1. We analyzed the mean KDS1 score of all the students, and the mean pairwise of those who accessed and those who did not access the VLEs during these three stages. An opinion survey was applied, and the results were analyzed by descriptive statistics. Results 87 students participated in the study, but six were excluded as they did not answer the questionnaires. The KDS1 general mean score was 1.59 (SD0.71). We found that 66 students (81.5%) accessed the VLE, showing a significant improvement in diagnostic skills in the KDS2 (mean5.65, p<0.05) and KDS3 (mean 4.57, p<0.05), with non-significant variations for those who did not access it. The MC was considered at least good for 62 students (94%), with 52 students (78.8%) finding that a checklist was sufficient to clear up all their DW doubts. Conclusions The MC/DW method in VLE proved to be effective for improving the diagnostic capability of the undergraduate medical students in the long term, and it was well accepted by the students. It presents several positive pedagogical characteristics and can be replicated.

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Comparison of Fine Arts– and Pathology-Based Observational Skills Training for Veterinary Students Learning Cytology

Journal of Veterinary Medical Education ◽

10.3138/jvme-2020-0096 ◽

2021 ◽

pp. e20200096

Author(s):

Nicole J. Fernandez ◽

Marina Fischer ◽

Ryan M. Dickinson ◽

Hilary Burgess ◽

Melissa Meachem ◽

...

Keyword(s):

Medical Students ◽

Fine Arts ◽

Skills Training ◽

Specific Information ◽

Test Results ◽

Veterinary Students ◽

Post Test ◽

Observational Skills ◽

Observation Training ◽

Veterinary Curriculum

Keen observational skills are essential for veterinarians; however, the development of these skills is not usually an explicit part of the veterinary curriculum. Fine arts–based (FAB) observation training has been shown to improve medical students’ observational skills and might also improve veterinary students’ observational skills. We compared FAB and pathology-based (PB) observation training in a veterinary cytology course. Students initially wrote a pre-test in which they described two cytology images and one art image, followed by participation in either FAB or PB observation training. Both groups completed a similar post-test immediately after training and a delayed post-test 4 weeks later following instruction in cytology. Differences between groups were noted only in the immediate post-test cytology descriptions. The PB group used significantly more specific vocabulary terms and significantly more accurate observations than the FAB group, suggesting an immediate benefit to the discipline-specific information gained in the PB observation training. In the delayed post-test, results for both groups were similar. The FAB group significantly increased their use of specific vocabulary terms and maintained but did not increase accurate observations following cytology instruction, while accurate observations decreased significantly for the PB group. The FAB group might have been able to generalize their observation skills to the discipline of cytology and to better retain these skills. Neither type of training resulted in both achievement and maintenance of the highest recorded scores for accurate observations. Both FAB and PB training led to improved observational skills, and explicit observation training may be useful for veterinary students.

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Iliad training enhances medical students' diagnostic skills

Journal of Medical Systems ◽

10.1007/bf00993883 ◽

1991 ◽

Vol 15 (1) ◽

pp. 93-110 ◽

Cited By ~ 27

Author(s):

Michael J. Lincoln ◽

Charles W. Turner ◽

Peter J. Haug ◽

Homer R. Warner ◽

John W. Williamson ◽

...

Keyword(s):

Medical Students ◽

Diagnostic Skills

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Pathology Competencies for Medical Education and Educational Cases

Academic Pathology ◽

10.1177/2374289517715040 ◽

2017 ◽

Vol 4 ◽

pp. 237428951771504 ◽

Cited By ~ 36

Author(s):

Barbara E. C. Knollmann-Ritschel ◽

Donald P. Regula ◽

Michael J. Borowitz ◽

Richard Conran ◽

Michael B. Prystowsky

Keyword(s):

Medical Education ◽

Medical Students ◽

Learning Objectives ◽

Learning Goals ◽

Early Integration ◽

Call To Action ◽

Diagnostic Skills ◽

Life Long Learning ◽

Practice Of Medicine ◽

Teaching Cases

Current medical school curricula predominantly facilitate early integration of basic science principles into clinical practice to strengthen diagnostic skills and the ability to make treatment decisions. In addition, they promote life-long learning and understanding of the principles of medical practice. The Pathology Competencies for Medical Education (PCME) were developed in response to a call to action by pathology course directors nationwide to teach medical students pathology principles necessary for the practice of medicine. The PCME are divided into three competencies: 1) Disease Mechanisms and Processes, 2) Organ System Pathology, and 3) Diagnostic Medicine and Therapeutic Pathology. Each of these competencies is broad and contains multiple learning goals with more specific learning objectives. The original competencies were designed to be a living document, meaning that they will be revised and updated periodically, and have undergone their first revision with this publication. The development of teaching cases, which have a classic case-based design, for the learning objectives is the next step in providing educational content that is peer-reviewed and readily accessible for pathology course directors, medical educators, and medical students. Application of the PCME and cases promotes a minimum standard of exposure of the undifferentiated medical student to pathophysiologic principles. The publication of the PCME and the educational cases will create a current educational resource and repository published through Academic Pathology.

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