Comparing Teaching Methods on Skin Disorders Using Standardized Patients Dressed in Moulage vs Paper Cases

Abstract

Objective. To determine whether using standardized patients dressed in moulage improves pharmacy students' ability to assess skin disorders compared to using picture-based paper cases. To determine pharmacy student preferences when learning assessment of skin disorders through these two educational methods. Methods. Faculty members investigated student assessments of drug-induced skin disorders and contact dermatitis by using picture-based paper cases compared with using standardized patients dressed in moulage in a patient assessment course. Faculty members measured student knowledge via multiple-choice questions before laboratory, immediately after laboratory, and during a final examination 3 weeks later. Student preferences were measured immediately after laboratory via survey instrument in this randomized, non-blinded, crossover design educational study. Results. No significant differences in knowledge scores related to skin disorders were found after laboratory or 3 weeks later when comparing the two educational methods. However, survey results suggested student preferences for using standardized patients dressed in moulage for drug-induced skin disorders. No significant differences were found for contact dermatitis cases. Conclusion.Using standardized patients dressed in moulage did not improve pharmacy students' ability to assess skin disorders compared to using picture-based paper cases. Pharmacy students preferred standardized patients dressed in moulage only when learning assessment of drug-induced skin disorders.

Nursing Students’ Performance and Satisfaction Regarding the Classification of Pressure Injuries Using Simulation With Moulage

“…It seemed that the moulages used in our study activated the students' visual sense and allowed the students to identify and classify pressure injuries. In a study by Flores and Hess (2018), using SPs dressed in moulage did not improve pharmacy students' visual ability to assess skin disorders compared to using picture-based paper cases. However, students preferred SPs dressed in moulage only when learning the assessment of skin disorders.…”

“…(Uzelli Yilmaz & Sari 2018; Stokes-Parish, Duvivier & Jolly 2019; Sarmasoglu et al 2020). Several studies have been published on the evaluation of skin assessment skills among healthcare students (Seckman & Ahearn 2010;Goulart et al 2012;Hernandez et al 2013;Wang et al 2015;Flores & Hess 2018;Zorn, Snyder & Guthrie 2018;Uzelli Yilmaz & Sari 2021). Sezgunsoy and Basak (2020) investigated whether using moulage on high-fidelity simulators improves nursing students' clinical skills to assess PI compared to using visuals.…”

The Need for Simulated Patient Method Implementation in Pharmaceutical Education in Poland

“…Neither of above-mentioned studies showed statistically significant differences in students' scores at Kirkpatrick's Level 2. 33,34 In another study, however, Gillette et al 17 observed improved students' assessment results when they were taught with SP when compared with students taught using peer role-play or other active learning methods. Additionally, in the discussion they pointed out some generalizability issues of previously mentioned papers, including small sample size, short intervention period or assessment of only one aspect of communication.…”

“…peer role-play), results of studies conducted so far are mixed, with different studies indicating superiority, equality and one even inferiority of the SP-method. 17 33 observed that students were more satisfied when drug-induced skin disorders were taught employing a standardized patient dressed in moulage instead of using picture paper cases. This observation is very close to the results of Grice et al 34 who compared pharmacy students' satisfaction on teaching physical examination using standardized patients versus manikins.…”

Application of the Nursing Process Using Moulage as a Problem-Based Approach to Teaching Dermatologic Content

“…Moulage is the art of applying makeup, tattoos, or other substances to simulate wounds and lesions for teaching purposes (Zorn et al, 2018). Students report that they learn more from moulage-based activities and prefer them over paper-based dermatologic cases (Flores & Hess, 2018). Furthermore, working in teams during moulage-based simulations improves student learning outcomes in areas including communication skills, application of course content, and collaborative clinical decision-making (Della Ratta, 2015; El-Banna et al, 2020).…”