Public awareness and attitudes towards cutaneous leishmaniasis in an endemic region in Saudi Arabia.

BACKGROUND AND AIMS: One of the priorities in public health policy for the control of Cutaneous Leishmaniasis (CL) is to investigate associations between disease distribution, socio-demographical and environmental risk factors, so that rational prevention and control strategies can be developed. Assessment of baseline awareness of the disease amongst the endemic population would be one of the first steps in this direction. This study aims to provide qualitative information on lay perceptions of CL in an endemic area in Saudi Arabia. We also attempted to correlate these perceptions with associated socio-demographical backgrounds. METHODS: This was a cross-sectional descriptive survey carried out in Al-Hassa, located in the Eastern Province of Saudi Arabia. The study included 1824 participants, age ranging from 15 to 63 years (mean 35.86±9.54 years). RESULTS: Over 76% of the studied population recognized the infectious nature of CL. There was also good awareness regarding the clinical features of CL, but the awareness regarding the vector, transmission, risk factors and preventive methods were very poor. Our study demonstrated a significantly higher knowledge score correlated with regard to male gender, higher family income, age and a previous history of CL. CONCLUSION: In our study we found low awareness for important epidemiological aspects like transmission of the disease, risk factors and prevention. Our study provides a baseline to understand and correct deficits in the perceptions and knowledge regarding CL in Saudi Arabia and would provide a template to design interventions.

Effectiveness of a modified tutorless problem-based learning method in dermatology - a pilot study.

BACKGROUND AND AIMS: Problem-Based Learning (PBL) is a student-centred instructional strategy in which students learn in a collaborative manner, the learning process being guided by a facilitator. One of the limitations of conventional PBL in medical education is the need for adequate resources in terms of faculty and time. Our study aimed to compare conventional PBL in dermatology with a modified tutorless PBL in which pre-listed cues and the use of digital media help direct the learning process. METHODS: Thirty-one-fifth year medical students were divided into two groups: the study group comprising 16 students were exposed to the modified PBL, whereas the control group comprising 15 students were given the same scenarios and triggers, but in a conventional tutor-facilitated PBL. Knowledge acquisition and student feedback were assessed using a post-test and a Likert scale-based questionnaire, respectively. RESULTS: The post-test marks showed no significant statistical differences between the two groups. The general feedback regarding the modified PBL was positive and the students felt comfortable with the module. The learning objectives were met satisfactorily in both groups. CONCLUSION: Modified tutorless PBL modules might be an effective method to incorporate student-centred learning in dermatology without constraints in terms of faculty resources or time.

Self-learning digital modules in dermatology: a pilot study.

BACKGROUND: Dermatological diseases are one of the most common problems in outpatient departments. Dermatology teaching unfortunately is facing two major issues: (i) a shortage of trained faculty and (ii) inadequate teaching time. Various methods utilizing modern information technology have been studied to overcome these problems. OBJECTIVES: We attempted to evaluate the use of a digital self-learning module in the teaching of dermatology. METHODS: We created digital modules of dermatology topics, which included power-point presentations, instructive videos demonstrating signs in dermatological examination, interactive quizzes and images. The module was pilot tested on 48 third semester students, each posted for 2 weeks in dermatology. Evaluation was performed using a 5-point Likert scale questionnaire for the students. Actual knowledge acquisition was evaluated using a post-test with two components: section A comprising questions from the sections covered by the digital module and a section B comprising questions from topics taught only in the conventional method. RESULTS: The questionnaire analysis revealed that a majority of the students were comfortable using the module and felt that it encouraged them towards further in-depth self-learning on the concerned topics. The results from the post-test were compared between the test and control sections, using the Student's t-test, which gave a P-value of 0.084 (5% significance level) suggesting that the difference was not significant. Conclusion To conclude, we would like to suggest that the use of a 'play area' like concept coupled with an interactive information technology-based self-learning module might improve dermatology teaching.

Digital photography for patient counseling in dermatology--a study.

OBJECTIVES: To evaluate the use of digital photography in dermatology as an aid to patient counseling and follow-up. MATERIALS AND METHODS: Two hundred patients attending the dermatology Out-Patient Department at our centre over a 1-year period were included. Half the group, randomly assigned (G1), had their clinical photographs taken and were counseled using basic imaging software, their images and other relevant images regarding their disease and possible treatment outcomes. The control group (G0) was counseled without using any kind of imaging. Patient satisfaction was scored in both groups after the initial counseling session and then after 2 months. RESULTS: The test group (G1) gave statistically significant higher scores at both readings compared with the control group (G0). CONCLUSION: Digital imaging can be a very effective tool for the dermatologist for patient counseling.