INTRODUCTION:Dermatological disorders are common in medical practice. In medical school, however, the time devoted to teaching dermatology is usually very limited. Therefore, online educational systems have increasingly been used in medical education settings to enhance exposure to dermatology.OBJECTIVE:The present study was designed to develop an e-learning program for medical students in dermatology and evaluate the impact of this program on learning.METHODS:This prospective study included second year medical students at the University of Technology and Science, Salvador, Brazil. All students attended discussion seminars and practical activities, and half of the students had adjunct online seminars (blended learning). Tests were given to all students before and after the courses, and test scores were evaluated.RESULTS:Students who participated in online discussions associated with face-to-face activities (blended learning) had significantly higher posttest scores (9.0±0.8) than those who only participated in classes (7.75±1.8, p <0.01).CONCLUSIONS:The results indicate that an associated online course might improve the learning of medical students in dermatology.

Comunica-se o resultado do tratamento com acitretina e interferon alfa-2a em doente de 16 anos de idade com epidermodisplasia verruciforme. O diagnóstico foi realizado mediante os achados clínico-histopatológicos e pesquisa in situ positiva para papiloma vírus humano. O quadro clínico era extenso e resistente a outros tratamentos, com risco de desenvolvimento de neoplasias. Houve melhora clínica 30 dias após o início do tratamento, mantida durante os 16 meses de seguimento.

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We report a 14-month-old White boy who was referred to our dermatology unit for evaluation of a skin eruption on his nose. The initial examination led us to the clinical diagnosis of impetigo. The mycologic studies found an uncommon dermatophyte agent, Microsporum gypseum. The main differential diagnosis of tinea faciei is discussed.

Novel Internet-based applications and associated technologies have influenced all aspects of our society, ranging from areas of commerce and business to entertainment and healthcare. Education is not an exception to this rule. It can also benefit from recent technological advances, especially in areas such as dermatology, where imaging analysis is key. In this context, we have developed and analyzed the efficacy of a dermatology e-learning program and a e-book in the teaching of undergraduate medical students. We assessed the impact of these new teaching tools on the performance of fourth semester medical students of the Federal University of Bahia-Brazil. A total of 129 students were selected and divided into two groups; the first group (57 students) utilized traditional classroom paper-based tools and activities; whereas the second group (of 72 students) utilized our e-learning course and e-book, in a hybrid online plus traditional fashion. The students in both groups were submitted to pre-and post-course evaluations, and their performance was compared. Despite the previous evaluation of the course, not showing any difference between the groups (2.74 ± 1.25 and 3.2 ± 1.22, classroom and hybrid courses, respectively), students attending the hybrid course had better final term grades (8, 18 ± 1.26) than students who attended traditional classes (7.11 ± 1.04). This difference was statistically significant (p <0.05). The results indicate that the performance of undergraduate students attending the course augmented with e-learning plus e-book tools was superior to the traditional course. This dissertation discusses the benefits of the use of e-learning education tools in enhancing teaching of dermatology to graduate medical students.

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