Evaluation of faciocutaneous clues to systemic diseases: A learning module for Chinese undergraduate medical students

Shen, Zhu; Chen, Ling; Liu, Wenying; Liu, Xue; Xiang, Guochun

doi:10.1016/j.dsi.2015.10.005

Cited by 3 publications

(2 citation statements)

References 7 publications

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“…Smartphone apps are particularly useful in dermatology, where a substantial amount of diagnosis and management rely on visual examination . Furthermore, studies are beginning to reveal the value of incorporating mobile devices in teaching and learning . Mobile apps can also provide a cost‐effective method to enhance traditional medical education for students, residents, and practicing physicians …”

Section: Discussionmentioning

confidence: 99%

A new mobile learning module using smartphone wallpapers in identification of medical fungi for medical students and residents

et al. 2018

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Section: Discussionmentioning

confidence: 99%

A new mobile learning module using smartphone wallpapers in identification of medical fungi for medical students and residents

et al. 2018

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“…He/she may be concerned with individualisation models, which are built up from various modules (general professional module, special module, independent activity module, research module, clinical experience module) [11]. Students also have the use of creativity and innovation [12,13] • Innovations: Innovative curricula design, supportive notes [14], distance learning and its impact on the quality of education [15], portfolio method [16], competencybased approach [17], responsive management system [18,19], ICTs [20][21][22] • Moral development issues: Learning progression [23], methods for fostering an ethical-deontological culture in Latin classes [24], digital games -a powerful learning environment for moral development [25] • An informal approach to teaching (museum -an informal platform for teaching) [26] In innovative education, medical students should learn by a new model of education that would fit the healthcare industry [27,28].…”

Section: Introductionmentioning

confidence: 99%

Innovation Technologies in Student’s Independent Activity and Creativity Development: The Case of Medical Education

Maltabarova

Kokoshko

Abduldayeva

et al. 2019

Int. J. Emerg. Technol. Learn.

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Adaptive learning technologies, applied with supportive symbols and signals allow developing the subject and communicative competencies, as well as shaping the creative abilities of students. This article provides the assessment criteria for preliminary, formative, midpoint and summative assessments. This article substantiates the hypothesis on improving the Emergency Medical Service student’s independent performance at the stage of supportive notes introduction. Methodology is original as it contains the following method: students are the one to write notes as an effective means of independent activity organization. Besides, this method can be useful as an alternative recording technique. Accordingly, innovation-driven education (in our case, independent learning and skills developing for quality outcomes) is one of the main components of the teaching and learning process. The statistics have revealed that students gain better subject knowledge through this learning technology.

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Medical school dermatology education: a scoping review

Mangion

Phan

Zagarella

et al. 2023

Clinical and Experimental Dermatology

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Background Dermatologic disease is widespread and has a significant impact on patient quality of life, however access to appropriate care is often limited. Improved early training during medical school represents a potential upstream solution. Objective This scoping review explores dermatology education during medical school, with a focus on identifying the factors associated with optimising the preparation of future physicians to provide care for patients with skin disease. Methods A literature search was conducted using online databases (EMBASE, MEDLINE, CINAHL, Scopus) to identify relevant studies. The Joanna Briggs Institute methodological framework for scoping reviews was used, including quantitative and qualitative data analysis following a grounded theory approach. Results From 1490 articles identified, 376 articles were included. Most studies were from the United States (46.3%), United Kingdom (16.2%), Germany (6.4%) and Canada (5.6%). Only 46.8% were published as original articles, with a relatively large proportion either as letters (29.2%) or abstracts (12.2%). Literature was grouped into three themes: teaching content, delivery, and assessment. Core learning objectives were country dependent, however a common thread was the importance of skin cancer teaching and recognition that diversity and cultural competence need greater fostering. Various methods of delivery and assessment were identified, including computer aided and online, audiovisual, clinical immersion, didactic, simulation and peer-led approaches. The advantages and disadvantages of each need to be weighed when deciding which is most appropriate for a given learning outcome. Conclusions The broader teaching-learning ecosystem is influenced by 1) community health needs and medical school resources, and 2) the student and their ability to learn and perform. Efforts to optimise dermatology education may use this review to further investigate and adapt teaching according to local needs and context.

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Evaluation of faciocutaneous clues to systemic diseases: A learning module for Chinese undergraduate medical students

Cited by 3 publications

References 7 publications

A new mobile learning module using smartphone wallpapers in identification of medical fungi for medical students and residents

A new mobile learning module using smartphone wallpapers in identification of medical fungi for medical students and residents

Innovation Technologies in Student’s Independent Activity and Creativity Development: The Case of Medical Education

Medical school dermatology education: a scoping review

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