Dermatology and anatomy laboratory: comparing three formats of integration.

BACKGROUND: Medical schools rarely offer exposure to clinical dermatology in the first-year curriculum. OBJECTIVE: We describe and report student satisfaction results of three novel teaching methods for integrating basic dermatology concepts into gross anatomy laboratory. METHODS: During the first year of the intervention, 180 students attended an hour-long anatomy laboratory session during which skin lesions were examined. One attending and three resident dermatologists spent time at all tables of students, then circulated to answer questions. During the second year, 189 students participated in the same teaching session preceded by a 30-minute in-class lecture. During the third year, 172 students were given the option to view a supplemental online video module before or after the teaching session. Each year following the teaching session students were sent an optional online survey regarding the impact of the teaching session on their understanding of skin lesions and their cadaver experience. RESULTS: Overall, students believed the intervention helped them develop a better understanding and appreciation for dermatology. Preceding the laboratory session with a lecture or educational video yielded higher satisfaction scores. CONCLUSIONS: This brief teaching intervention illustrates an approach to introducing dermatologic entities within the foundational science curriculum of the first year of medical school.

Comparing clinical acne vulgaris severity to adolescent and parent perceptions of acne severity and impact on quality of life.

BACKGROUND/OBJECTIVES: Little research has compared clinician acne severity assessment with either adolescent- or parent-rated scales of acne severity or impact on quality of life (QOL). We sought to assess how adolescents and their parents perceive the severity and impact of acne on the adolescent's QOL and correlate this with clinical severity. METHODS: Each adolescent and a parent completed a validated QOL survey regarding the adolescent's acne and rated the adolescent's acne severity and QOL impact using a Likert scale. Clinicians assessed the adolescent's acne using a standardized acne severity scale. Statistical analysis compared adolescent scores with respective parent scores or with clinician assessment using a paired t test or Spearman rank-order correlation test. RESULTS: The Likert impact score more accurately reflected acne impact on QOL for adolescents than for parents when considering the validated QOL survey as the gold standard (r2  = .56 vs r2  = .36). Likert scores for adolescents and parents were weakly correlated for acne severity but not for acne QOL impact (r2  = .36 vs r2  = .18). Correlations of acne severity scores between clinician and either adolescent or parent were weak. CONCLUSIONS: Parents and adolescents are in relative agreement regarding acne severity and QOL impact. However, parent and adolescent perceptions are disparate from clinician acne assessment. It is important that physicians identify and consider adolescent and parent perceptions in addition to clinical assessment to better inform the approach to acne management.

Relationship of Medical Student Lecture Attendance with Course, Clerkship, and Licensing Exam Scores.

OBJECTIVE: We sought to determine whether viewing versus attending lecture impacted medical student course and licensing examination performance, grades on clinical rotations, perceptions of school-life balance, and comfort with clinical skills. METHODS: Optional anonymous questionnaires were emailed to all first-year medical students (class of 2020) at Boston University School of Medicine at the end of their first academic year and again to this same class after their first clinical rotation. A separate questionnaire was emailed to fourth-year medical students (class of 2019) midway through their final year. RESULTS: One hundred five (55.5%) and 69 (36.5%) students from the class of 2020 completed the first and second questionnaires respectively. Eighty-one (45%) students from the class of 2019 completed the third questionnaire. Students who attended 75% or more and viewed fewer than 50% of lectures were classified as attenders. Those who viewed 75% or more and attended fewer than 50% of lectures were classified as viewers. The others were grouped as mixed users. There were no significant differences between the groups in preclinical grades, United States Medical Licensing Examination scores, satisfaction with perception of school-life balance, and student-reported comfort with clinical skills. Viewers achieved a lower percentage of honors overall in core clerkships (p = 0.0001) with the greatest difference noted in the Internal Medicine clerkship. CONCLUSION: Despite similar preclinical test scores and perceived comfort with clinical skills, the percentage of students earning honors grades in clinical clerkships was lowest in first-year lecture viewers.

Dermatology and anatomy laboratory: comparing three formats of integration.

BACKGROUND: Medical schools rarely offer exposure to clinical dermatology in the first-year curriculum. OBJECTIVE: We describe and report student satisfaction results of three novel teaching methods for integrating basic dermatology concepts into gross anatomy laboratory. METHODS: During the first year of the intervention, 180 students attended an hour-long anatomy laboratory session during which skin lesions were examined. One attending and three resident dermatologists spent time at all tables of students, then circulated to answer questions. During the second year, 189 students participated in the same teaching session preceded by a 30-minute in-class lecture. During the third year, 172 students were given the option to view a supplemental online video module before or after the teaching session. Each year following the teaching session, students were sent an optional online survey regarding the impact of the teaching session on their understanding of skin lesions and their cadaver experience. RESULTS: Overall, students felt the intervention helped them develop a better understanding and appreciation for dermatology. Preceding the laboratory session with a lecture or educational video yielded higher satisfaction scores. CONCLUSIONS: This brief teaching intervention illustrates an approach to introducing dermatologic entities within the foundational science curriculum of the first year of medical school.