Image interpretation: Learning analytics–informed education opportunities

Thau, Elana; Pérez, Manuela; Pusic, Martin; Pecaric, Martin; Rizzuti, David; Boutis, Kathy

doi:10.1002/aet2.10592

Cited by 8 publications

(25 citation statements)

References 44 publications

(89 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Response time has been used in PLMs to modify task difficulty and strengthen nonanalytical learning 6,21 . We used a response time of 15 s, which has been described earlier in PL related to skin conditions 2,6 . Champagne et al 22 .…”

Section: Discussionmentioning

confidence: 99%

“… 6 , 21 We used a response time of 15 s, which has been described earlier in PL related to skin conditions. 2 , 6 Champagne et al . 22 examined the effect of PLMs on the ability of medical residents to estimate left ventricular ejection fraction during echocardiography, and found significant improvements in time; however, the learning effect was not sustained at 6 months.…”

Section: Discussionmentioning

confidence: 99%

“…The diagnosis of skin conditions greatly depends on visual skills, which are essential in the practice of medicine 1 . In addition to analytical knowledge, implicit nonanalytical proficiency plays a key role in comparing and categorizing lesions 2,3 . Important aspects include morphology, pattern recognition, distribution and contextual factors 4 .…”

Section: Introductionmentioning

confidence: 99%

“… 1 In addition to analytical knowledge, implicit nonanalytical proficiency plays a key role in comparing and categorizing lesions. 2 , 3 Important aspects include morphology, pattern recognition, distribution and contextual factors. 4 Visual pattern recognition, discrimination and perceptual learning (PL) has been studied with psychophysical methods, e.g.…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Perceptual learning modules in undergraduate dermatology teaching

Salava

Salmela

2022

Clinical and Experimental Dermatology

View full text Add to dashboard Cite

Background. Dermatological diagnosis depends highly on visual skills, and implicit nonanalytical proficiency plays a key role. To correctly diagnose skin diseases, the clinician needs visual skills, and intuitive recognition plays a key role. Aim. To investigate the effectiveness of digital perceptual learning modules (PLMs) in undergraduate teaching, and how these affect medical students' learning about skin diseases. Methods. This was a study performed in Finland, which enrolled 39 students of an undergraduate dermatology course. Online PLMs designed for dermatology, using different pictures of skin diseases were performed three times: before, during and at the end of the course. The modules provided four outcome measures: diagnostic accuracy (percentage of correct responses), a rating of confidence about the decision, fluency (response/decision time) and a list of features on which the decision was based.Results. As the number of PLMs and the course duration increased, there were also improvements in the four measures, with a significant increase in diagnostic accuracy [from 66% to 94%; P < 0.001; partial g 2 (g 2 p ) = 0.92], fluency (as measured by a decrease in response time (from 10 to 6 s; P < 0 0.001; g 2 p = 0.69) and self-perceived confidence (2.5 to 4.3; P < 0 0.001, g 2 p = 0.86) with subsequent PLMs and course duration. There was a diversification of recognized features, an increase in pattern recognition, and better attention to localization and contextual association. Based on student feedback, the PLMs functioned well online, and enhanced motivation and learning. Conclusion. PLMs increased diagnostic accuracy, had a positive effect on learning outcomes and were easily integrated alongside clinical teaching. Considering the current era of digital technologies, we believe that there is potential for wider use of PLMs to improve visual skills and strengthen implicit learning in dermatology.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Perceptual learning modules in undergraduate dermatology teaching

Salava

Salmela

2022

Clinical and Experimental Dermatology

View full text Add to dashboard Cite

show abstract

“…Accuracy improvement decreased relatively towards course ends but was visible in all subsequent modules. Our observations indicate that implicit nonanalytical knowledge plays a major role in recognition and correct diagnosis of skin‐related conditions 3,34,35 …”

Section: Discussionmentioning

confidence: 82%

Perceptual learning in dermatology—A Finnish cohort study of undergraduate medical students

Salava

Salmela

2023

Acad Dermatol Venereol

View full text Add to dashboard Cite

Background Implicit visual skills play an important role in the recognition of skin‐related conditions. Objectives We aimed to evaluate effectiveness and practicability of digital perceptual learning modules (PLMs) during undergraduate teaching of dermatology. Methods The study consisted of four subsequent dermatology courses including 105 medical students. PLMs designed for an online setting were carried out before, during and at course ends, as well as 6–12 months after the courses (N = 33). We investigated four important outcome measures regarding perceptual learning: diagnostic accuracy (%‐percentage of correct responses), decision duration (response time), recognized features (decision basis) and student‐perceived confidence. Results Diagnostic accuracy (p < 0.001, effect size ηp2 = 0.82), fluency (p < 0.001, ηp2 = 0.23) and confidence (p < 0.001, ηp2 = 0.74) increased significantly with successive PLMs during courses. Students classified more visual features and based the diagnosis more on primary lesion. Accuracy increased in all tasks during the courses and reached over 90% in diagnoses of the first to third task difficulty quartile. In the most difficult quartile accuracy reached to 60%. In the follow‐up, students' performance remained at high level. Analysis of diagnostic errors showed that there were specific conditions which were systematically confused with each other. Conclusions Digital PLMs improved high rates of diagnostic accuracy, fluency and student‐perceived confidence in recognition of skin‐related conditions. There was a long‐term consistency in high performance suggesting effective learning retention. In the digital setting, PLMs were practicable and easily integrated into traditional teachings. We believe that there is extensive potential for a wider use of perceptual learning to improve nonanalytical visual skills in dermatology and medical education in general.

show abstract