The Skin Cancer Objective Structured Clinical Examination (SCOSCE): A multi-institutional collaboration to develop and validate a clinical skills assessment for melanoma

Garg, Amit; Biello, Katie B.; Hoot, Joyce; Reddy, Shalini B.; Wilson, Lindsay; George, Paul; Robinson‐Bostom, Leslie; Belazarian, Leah; Domingues, Erik; Powers, Jennifer G.; Jacob, Reza; Powers, Michael D.; Besen, Justin; Geller, Alan C.

doi:10.1016/j.jaad.2015.08.014

Cited by 7 publications

(3 citation statements)

References 20 publications

(20 reference statements)

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“…In this study, participants were randomised to two groups (no moulage or moulage) and researchers measured task immersion, eye-tracking and interviews. Moulage is gaining attention in other fields, such as radiology [ 11 ], where it has not been explored before, whilst areas like dermatology continue to research the use of moulage as a teaching method for melanoma identification [ 12 , 13 ]. In other fields of simulation, such as military or defence training, highly authentic moulage is often a de facto inclusion that is regarded highly important [ 14 ].…”

Section: Introductionmentioning

confidence: 99%

How does moulage contribute to medical students’ perceived engagement in simulation? A mixed-methods pilot study

2020

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Introduction: Moulage is used frequently in simulation, with emerging evidence for its use in fields such as paramedicine, radiography and dermatology. It is argued that moulage adds to realism in simulation, although recent work highlighted the ambiguity of moulage practice in simulation. In the absence of knowledge, this study sought to explore the impact of highly authentic moulage on engagement in simulation. Methods: We conducted a randomised mixed-methods study exploring undergraduate medical students' perception of engagement in relation to the authenticity moulage. Participants were randomised to one of three groups: control (no moulage, narrative only), low authenticity (LowAuth) or high authenticity (HighAuth). Measures included self-report of engagement, the Immersion Scale Reporting Instrument (ISRI), omission of treatment actions, time-to-treat and self-report of authenticity. In combination with these objective measures, we utilised the Stimulated Recall (SR) technique to conduct interviews immediately following the simulation. Results: A total of 33 medical students participated in the study. There was no statistically significant difference between groups on the overall ISRI score. There were statistically significant results between groups on the selfreported engagement measure, and on the treatment actions, time-to-treat measures and the rating of authenticity. Four primary themes ((1) the rules of simulation, (2) believability, (3) consistency of presentation, (4) personal knowledge) were extracted from the interview analysis, with a further 9 subthemes identified ((1) awareness of simulating, (2) making sense of the context (3) hidden agendas, (4) between two places, (5) dismissing, (6) person centredness, (7) missing information (8) level of training (9) previous experiences). Conclusions: Students rate moulage authenticity highly in simulations. The use of high-authenticity moulage impacts on their prioritisation and task completion. Although the slower performance in the HighAuth group did not have impact on simulated treatment outcomes, highly authentic moulage may be a stronger predictor of performance. Highly authentic moulage is preferable on the basis of optimising learning conditions.

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Section: Introductionmentioning

confidence: 99%

How does moulage contribute to medical students’ perceived engagement in simulation? A mixed-methods pilot study

2020

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“…The range of findings that can be displayed with moulages encompasses traumatological [ 3 – 6 ], infectious diseases and medical conditions [ 7 – 10 ], and dermatological findings [ 11 – 16 ]. While there are examples where moulages were mounted onto a mannequin [ 17 – 19 ], they are most commonly applied directly onto SPs [ 20 – 22 ]. Educational scenarios in which moulage are used are diverse.…”

Section: Introductionmentioning

confidence: 99%

Development, production and evaluation of 2-dimensional transfer tattoos to simulate skin conditions in health professions education

et al. 2021

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Background Moulages can greatly extend the possibilities of simulation in teaching and assessment. Since moulages that fit an educator’s exact needs are often unavailable commercially, this paper explains how 2-dimensional transfer tattoos can be independently developed, produced, and evaluated. Methods From representative photographs of the specific skin condition an analogue copy of the pathological finding is drawn. Once validated by the medical expert, it can be digitized by scanning and processed using graphics software. The final digital image file is printed onto transfer paper. Once applied and fixed onto the intended wearer, usually a simulated patient, its authenticity can be confirmed, and further transfer tattoos can be produced. Results Using this moulage technique we produced 10 different 2-dimensional transfer tattoos to date, including hematoma, Janeway lesions and splinter nails. These moulages are used in clinical skills training, formative and high-stakes summative assessment in undergraduate medical and nursing programs. Conclusions By sharing our development process for 2-dimensional transfer tattoos, health profession educators can produce their own that best fit their local educational needs. Due to their high authenticity and standardization, 2-dimensional transfer tattoos are ideal for use in high-stakes assessment.

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“…It is paramount to implement the core skills required for a competent and confident diagnosis and management of dermatological problems leading to a better outcome for all patients and an effective use of the NHS resources ( 9 ). One of the ways in which this will be achieved is by more stringent guidelines for practical summative assessment of dermatology in the medical curricula, in which the SCOSCE (Skin Cancer Objective Structured Clinical Examination) has also recently supported the use of a practical component in evaluating a medical student's clinical performance to be effective ( 10 ). Even if this opportunity has been denied for current physicians, research has shown that postgraduate dermatology education can significantly improve the diagnostic skills of primary care physicians ( 11 ).…”

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confidence: 99%

Dermatology – a compulsory part of the UK medical school curriculum?

Shah¹,

Pozo-Garcia

Koulouroudias³

2015

Medical Education Online

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Dermatological conditions form a significant number of consultations seen by general practitioners on a daily basis. There is a lack of training and formal assessment of dermatology during medical school and we propose that there should be a mandatory component in OSCEs for dermatology during medical school to enhance one's diagnostic and clinical reasoning skills which will ultimately lead to better care for the patient and efficacious use of NHS resources.

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The Skin Cancer Objective Structured Clinical Examination (SCOSCE): A multi-institutional collaboration to develop and validate a clinical skills assessment for melanoma

Cited by 7 publications

References 20 publications

How does moulage contribute to medical students’ perceived engagement in simulation? A mixed-methods pilot study

How does moulage contribute to medical students’ perceived engagement in simulation? A mixed-methods pilot study

Development, production and evaluation of 2-dimensional transfer tattoos to simulate skin conditions in health professions education

Dermatology – a compulsory part of the UK medical school curriculum?

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