Simulation of skin diseases for teaching dermatological diagnosis

Short, John; Hess, Alan C.

doi:10.1097/00001888-198004000-00013

Cited by 2 publications

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“…There are only a few papers dealing with practical aspects of dermatology education 13,14 . Some concentrate on the use of computers, 15–17 while others investigate the cognitive aspects of reaching dermatological diagnoses 18–20 . We are aware of just 2 studies explicitly reporting PBL in dermatology undergraduate education: one is a Swedish report 21 (without an English abstract) and the other is an abstract which shows good results but points out a need for ‘better streamlining’ 22 .…”

Section: Discussionmentioning

confidence: 99%

Prospective randomised comparison of traditional, personal bedside and problem-oriented practical dermatology courses

et al. 2004

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This prospective study demonstrated that there was no difference in the rating of a POP course and a bedside teaching course by students randomly assigned to 1 of 3 different pedagogical approaches. Furthermore, both alternative options achieved better ratings than the standard course, which is current teaching practice in our medical school. The PBT and POP approaches provided superior learning success and POP helped solve the problems of standardisation and patient recruitment.

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Section: Discussionmentioning

confidence: 99%

Prospective randomised comparison of traditional, personal bedside and problem-oriented practical dermatology courses

et al. 2004

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“…Hadley et al [7] described a program to assist in the diagnosis of eruptions with fever, and Bohan et al [1] used a computer to analyse patients with dermatomyositis and polymyositis to delineate diagnostic criteria. Short and Hess [12] described a technique of computer simulation of skin diseases for teaching dermatological diagnosis, but none of these initial applications found widespread use.…”

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confidence: 99%

Expert Systems in Dermatology: The Computer Potential

Finlay¹,

Hammond²

1986

Dermatology

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The expert system approach to computer diagnosis uses a non-algorithmic method to represent and manipulate an expert’s knowledge and reasoning. This information, which may be provided by a dermatologist, is represented by rules in a logic-based computer language in order to provide interactive and explanatory features. The major advantages of using expert system techniques for computer-aided diagnosis in dermatology are that (1) knowledge is made explicit, (2) the heuristic nature of an expert’s knowledge can be more easily captured and (3) the more easily readable programs make modification easier. In the example described, the differential diagnosis of nine facial skin tumours was considered. The program, using the language ‘micro-PROLOG’ in an expert system shell ‘APES’, consists of ‘rules’ and ‘facts’ which define a relationship between patient and symptom, symptom and disease or disease and therapy. The ‘strength’ of each relationship is defined and ‘key symptoms’ identified. The system finally offers a diagnosis, an estimate of certainty and simple management advice.

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Simulation of skin diseases for teaching dermatological diagnosis

Cited by 2 publications

References 0 publications

Prospective randomised comparison of traditional, personal bedside and problem-oriented practical dermatology courses

Prospective randomised comparison of traditional, personal bedside and problem-oriented practical dermatology courses

Expert Systems in Dermatology: The Computer Potential

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