Literature review of perceptual learning modules in medical education: What can we conclude regarding dermatology?

Guégan, Sarah; Steichen, Olivier; Soria, Angèle

doi:10.1016/j.annder.2020.01.023

Cited by 13 publications

(14 citation statements)

References 22 publications

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“…Furthermore, this study supports the current literature, which reported that primary providers and NPs need increased knowledge in managing skin cancers and dermatology-related problems (Blake & Malone, 2014; Bort, 2021; Eide et al, 2013; Woodmansee, 2017). Providing education to graduate NP students can improve knowledge and confidence in risk factors, detection, recognition, and treatment of CM, which can improve patient outcomes (Chen et al, 2015: Guégan et al, 2021; Hartnett & O'Keefe, 2016).…”

Section: Discussionmentioning

confidence: 99%

“…Recommendations by Hartnett and O'Keefe (2016) include how practicing NPs can increase knowledge of skin cancer and identification of lesions through online educational programs. Moreover, the confidence of both practitioners and students increases with exposure to educational programs promoting skin cancer prevention and detection (Bort, 2021; Chen et al, 2015; Guégan et al, 2021). However, access to educational programs on skin cancer detection and treatment for current and future primary care providers continues to be limited (Eide et al, 2013; Hartnett & O'Keefe, 2016; Stratton & Loescher, 2020).…”

Section: Background and Significancementioning

confidence: 99%

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Effectiveness of Cutaneous Melanoma Education on Knowledge, Confidence, and Practice Intent Among Graduate Nursing Students

Boozer

Rossler

Saitta

2022

Journal of the Dermatology Nurses' Association

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Primary care nurse practitioners (NPs) are positioned to improve patient outcomes and reduce the global burden of skin cancers including cutaneous melanoma (CM). Improving skin cancer and CM educational opportunities, especially at the graduate student level, is a necessary step to overcome practice barriers and improve patient care. The purpose of this quality improvement project was to evaluate the effectiveness of an online graduate educational training program to improve knowledge, confidence, and practice intent. An exploratory, descriptive design guided this project with a nonprobability, convenience sample of NP graduate students. This project served as the first phase of a long-term research initiative focused on integrating CM education within an NP curriculum.

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Section: Discussionmentioning

confidence: 99%

Section: Background and Significancementioning

confidence: 99%

Effectiveness of Cutaneous Melanoma Education on Knowledge, Confidence, and Practice Intent Among Graduate Nursing Students

Boozer

Rossler

Saitta

2022

Journal of the Dermatology Nurses' Association

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“…For example, learning modules, based on theories of perceptual learning, such as Perceptual and Adaptive Learning Modules (PALM), have been developed to foster pattern recognition of medical images. 61,87 All the relevant studies have reported excellent results of diagnostic accuracy for medical school students and/or residents 22,[88][89][90][91][92][93][94] and non-medical participants, [95][96][97][98] however, it is possible such excellent results across the board could be due to publication bias (see also the review by Guégan et al 99 ). Although it is difficult to directly compare the studies due to different testing methods, these modules seem superior to Goodman and Kelleher's intervention.…”

Section: Transfer Of Observation Skills To Identifying Different Objectsmentioning

confidence: 99%

Appreciating visual arts may not foster medical diagnosis skills

Matsumoto

2023

F1000Res

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Background: This article examined intervention studies that used appreciation of visual arts to foster observation skills and discussed their effectiveness in making accurate diagnoses in terms of expertization. Methods: In order to collect journal articles and academic books (written in English) on empirical intervention studies that examined the use of visual arts for cultivating observation skills in health professionals’ education and training, the author first targeted articles that had been included in previous systematic reviews. In addition, they conducted a manual search. From this body of literature, the author selected studies that objectively measured observation skills only through the appreciation of visual art. They collected and read around 300 articles and selected 12 studies after applying the inclusion and exclusion criteria. Results: This article revealed no concrete evidence on whether appreciating visual art contributes toward an accurate diagnosis. Extant studies determined that such appreciation facilitates the observation of more visual features and a detailed view over time. However, they did not confirm the positive effects of appreciating visual arts on an accurate diagnosis. This article also confirmed that such appreciation does not reduce misdiagnoses or develop tolerance toward ambiguity that prevents premature closure. Moreover, the transfer of observation skills from one context to another is unlikely to be as successful as the intervention studies had intended. Conclusions: For fostering diagnostic skills, providing students with many instances of medical cases and appropriate knowledge to evoke implicit learning for extracting subtle differences in the cases, should be prioritized over visual art appreciation. On the other hand, such appreciation may foster verbalization skills and understanding or extraction of the patient’s background and context. These competencies may cultivate teamwork and perspective-taking, indirectly leading to an accurate diagnosis.

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“…10 Cognitive science endorses perceptual learning in highly visual disciplines, suggesting that interventions can increase diagnostic acumen over the long-and shortterm, effectively teaching students to recognize patterns. 11 Despite advances in knowledge and understanding, few studies have evaluated strategies aimed at developing and improving the cognitive elements underlying clinical reasoning in dermatology. Visual analogies are based on the human ability to classify objects from similarities observed when seeking images similar to a certain reference figure.…”

Section: Introductionmentioning

confidence: 99%

Visual Analogies in Dermatology: Impact on the Diagnostic Acumen of Undergraduate Medical Students

Assunção

Moura²,

Ribeiro³

2022

EJES

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Background: Visual analogies are much used in medical education; however, their effect on the development of clinical reasoning has yet to be investigated. In fields such as dermatology in which reasoning is predominantly based on the recognition of visual patterns, analogies may be even more useful. Objectives: To investigate the effects of the use of visual analogies on the accuracy of undergraduate medical students in diagnosing skin disorders. Methods: Sixty-four fourth-year medical students were divided into two groups to train in diagnosing skin diseases, either using visual analogies (study group) or from descriptions of elementary lesions (control group). The accuracy of the groups in diagnosing skin disorders was evaluated at 30 and 90 days after training, with their ability to create analogies also being tested at the 90-day evaluation. Results: Diagnostic accuracy improved in both groups when the students’ performance before training was compared with their accuracy 30 days later (study group: 7.24±1.71 versus 8.76±1.83 respectively, p<0.001; control group: 7.42±2.02 versus 8.27±1.42, respectively, p<0.001). Results were similar 90 days after training. There was no statistically significant difference in diagnostic accuracy between the groups at 30 or 90 days following training (p=0.378). The study group performed better than the control group at making analogies (p<0.001), but there was no statistically significant correlation between diagnostic accuracy and the ability to make analogies (r- -9,15; p=0.437). Conclusion: Diagnostic accuracy improved similarly in both groups. Other formats of visual analogies should be evaluated to clarify their role in developing diagnostic skills in dermatology. Article visualizations:<img src="/-counters-/edu_01/0947/a.php" alt="Hit counter" />

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Literature review of perceptual learning modules in medical education: What can we conclude regarding dermatology?

Cited by 13 publications

References 22 publications

Effectiveness of Cutaneous Melanoma Education on Knowledge, Confidence, and Practice Intent Among Graduate Nursing Students

Effectiveness of Cutaneous Melanoma Education on Knowledge, Confidence, and Practice Intent Among Graduate Nursing Students

Appreciating visual arts may not foster medical diagnosis skills

Visual Analogies in Dermatology: Impact on the Diagnostic Acumen of Undergraduate Medical Students

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