Training pattern recognition of skin lesion morphology, configuration, and distribution

The impact of a perceptual and adaptive learning module on transoesophageal echocardiography interpretation by anaesthesiology residents

“…PALMs could be used to improve interpretation of commonly encountered waveforms such as ECGs, EEGs, pulmonary artery catheter waveforms, and central venous catheter waveforms. PALMs have been shown to be effective in histopathology 14 and dermatology, 15 and could be designed to accelerate pattern recognition of abnormalities visualized on a variety of imaging modalities, including plain film radiography, transthoracic echocardiography, computed tomography, and magnetic resonance imaging. Finally training of identification of coagulation abnormalities on thromboelastography or thromboelastometry tracings, acidbase disturbances on arterial blood gas analysis, and respiratory pathology on capnography, flow-volume loops, or airway pressure patterns could all be accelerated with the use of PALMs.…”

“…[11][12][13] Recent studies have demonstrated the effectiveness of PALMs in training recognition of histopathologic processes 14 and dermatologic lesions. 15 We evaluated the effect of online TOE PALM training on the accuracy and fluency in diagnosing basic cardiac pathology by postgraduate yr-one (PGY-1) anaesthesiology residents compared with PGY-1 anaesthesiology residents who received no PALM training.…”

A comparison of adaptive and fixed schedules of practice.

“…However, the techniques described in this paper have already been successfully deployed in large scale studies, with longterm consequences for learning. In work applying the adaptive learning system described here to perceptual category learning in medical domains, for example, learning gains in a Histopathology perceptual adaptive learning module (PALM) were substantially preserved in delayed posttests given 6–7 weeks later (Krasne et al, 2013); in a Dermatology PALM, advantages for students who completed the module over those who did not were clearly evident in delayed tests given a year later (Krasne et al, 2015), and in an Echocardiography PALM, 3rd-year medical students who invested about 45 minutes per day for two days to complete the module outperformed second year emergency medicine residents, for whom ECG interpretation is a centrally important skill, with the learning gains for the PALM group being substantially preserved in delayed posttest given a year later (Neiman, Stevens, Kellman & Krasne, submitted). Adaptive systems based on ongoing assessment of learning strength can likely enhance learning in any domain where spacing and scheduling are important moderators of long-term learning strength.…”

A systematic review of diagnostic criteria for psoriasis in adults and children: evidence from studies with a primary aim to develop or validate diagnostic criteria

“…In routine clinical practice, the diagnosis of psoriasis is made based on pattern recognition of clinical features, including the distribution, configuration and morphology of skin changes . The gold or reference standard is conventionally accepted to be a clinical diagnosis made by a qualified dermatologist, which may be supported, when required, by a skin biopsy.…”

“…[4][5][6][7] In routine clinical practice, the diagnosis of psoriasis is made based on pattern recognition of clinical features, including the distribution, configuration and morphology of skin changes. [8][9][10] The gold or reference standard is conventionally accepted to be a clinical diagnosis made by a qualified dermatologist, which may be supported, when required, by a skin biopsy. Unlike in other conditions such as Behc ßet disease, where clinical diagnostic criteria exist to aid the clinical assessment, and atopic dermatitis, where criteria are used in clinical research, diagnostic criteria are not widely used in the assessment of psoriasis.…”