Computer assisted learning in medicine: a long-term evaluation of the ‘Practical Training Programme Dermatology 2000’

Abstract

In recent years, numerous computer assisted learning (CAL) programmes based on new teaching methods, as for example the principles of cognitive apprenticeship and problem based learning, have euphorically been developed for various medical fields. However, many of these programmes failed due to either low acceptance, economic inefficiency, or, most seriously, problems with the implementation and evaluation in medical curricula. In 1999, the practical training course 'Dermatology 2000', an interactive multimedia programme for dermatological education, was developed and completely integrated into the regular dermatological curriculum of five German medical schools. The formative evaluation of an implemented relational database revealed contemporary information about the programme's quantity of use. So far, 3050 students have participated in 6557 lessons. The evaluation of two online questionnaires showed a high learner acceptance regarding the programme's instructional design, ergonomics, and didactical presentation and, after completion of Dermatology 2000, an increased interest in medical education software. A comparison of the objective learning outcome illustrated that Dermatology 2000 students (n = 31) not only outperformed non-participants (n = 7) but also showed a (10%) lower rate of errors in a conventional knowledge test. Additionally, single-case studies demonstrated the increased ability of participating students to apply the acquired knowledge to diagnostic problems. We conclude that the implementation of CAL in present medical curricula can contribute to reformations of medical education. The instructional design of Dermatology 2000 is well accepted and suitable to provide both theoretic biomedical knowledge and clinical skills.

Simulation of a mycological KOH preparation – e‐learning as a practical dermatologic exercise in an undergraduate medical curriculum

“…This important step was obviously practically unknown to the students before the simulation, was correctly recognized by them as the major essential point of the mycological examination and was reproduced in a high frequency. The gain in knowledge objectified here is in agreement with past studies on e-learning in dermatology [11,18]. The time required to perform the simulation shows only a weak correlation with the number of steps learned.…”

“…uni-frankfurt.de/stud/faust/). In the field of dermatology examples are the Derma-2000 project [11], the project "DOIT -Dermatology online with interactive technology" of the University of Zurich, Switzerland [12] or the "webct"-based platform of the University of British Columbia in Canada [13]. Further, the web-based training module of the Department of Dermatology of the University of Erlangen, Germany [14] can be mentioned.…”

Simulation des direkten KOH‐Pilzbefundes – E‐Learning einer praktischen dermatologischen Fertigkeit im Studium der Humanmedizin

“…Im Fachgebiet der Dermatologie wären exemplarisch das Derma-2000-Projekt (Roesch, Gruber, Hawelka, Hamm, Arnold, Popal, Segerer, Landthaler & Stolz, 2003), das Projekt "DOIT -Dermatology online with interactive technology" der Universität Zürich (Bader, Cipolt & Burg, 2003) oder die "webct"-basierte Plattform der University of British Columbia in Kanada (Hong, McLean, Shapiro & Lui, 2002) (Baumgartner, 1999). Dies gilt natürlich auch für den dermatologischen Fachbereich (Aigner, 2008).…”

“…Das "Auftropfen der Kalilauge" scheint insofern das zentrale Element in der untersuchten Fertigkeit zu sein, als es nicht auf Grund allgemeiner Laborerfahrung vermutet werden kann, sondern konkretes spezifi sches Wissen erfordert. Der hier nachgewiesene Wissenszuwachs steht in Einklang mit früheren Studien zum dermatologischen E-Learning (Roesch et al, 2003), (Smolle, Staber, Neges, Reibnegger & Kerl, 2005).…”

JointZone: users' views of an adaptive online learning resource for rheumatology

“…A thorough history can lead to the correct diagnosis approximately 75% of the time, a physical examination 12% of the time and investigations about 11% of the time (Schmitt et al, 1986;Peterson et al, 1992, cited in Ramani, 2004. In addition, case studies allow students to learn in a safe environment, providing a useful addition to face-to-face contact with patients (Roesch et al, 2003).…”