Skin Cancer Examination Teaching in US Medical Education

Moore, Megan; Geller, Alan C.; Zhang, Zi; Hayes, Benjamin B.; Bergstrom, Kendra Gail; Graves, Julia E.; Kim, Andrea; Martı́nez, Juan Carlos; Shahabi, Ladan; Miller, Donald R.; Gilchrest, Barbara A.

doi:10.1001/archderm.142.4.439

Cited by 61 publications

(38 citation statements)

References 15 publications

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“…Our study found that the majority of our third-year students reported that they had never observed a physician performing SCE, nor had they previously been trained to perform SCE. Similarly, a survey study of 659 graduating U.S. medical students found that 23% of respondents had never observed a SCE, and 26.7% had never been trained to perform a SCE [1]. Nearly half of the students reported having never examined a patient for skin cancer by the time they graduated!…”

Section: Discussionmentioning

confidence: 99%

“…As such, skin cancer examination (SCE) is a useful skill for medical students to learn as part of their clinical skills curriculum. Unfortunately, the time devoted to learning dermatology in the medical school curriculum is shrinking and the lack of standardized training has precluded many graduating medical students from ever performing a full SCE [1,2]. …”

Section: Introductionmentioning

confidence: 99%

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One-Year Follow-Up of Dermoscopy Education on the Ability of Medical Students to Detect Skin Cancer

Chen¹,

Liebman²,

Soriano³

et al. 2013

Dermatology

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Background: Learning skin cancer detection skills is important, yet many medical schools lack a standardized skin cancer examination (SCE) curriculum. Objective: To determine medical students' skills in discriminating benign from malignant skin lesions on a 10-item image-based test one year after receiving a SCE intervention. Methods: Cohort 1 received SCE teaching only. Cohort 2 received SCE teaching with dermoscopy tutorial, and a dermatoscope. The same test was given to assess students post-intervention and one year later. Results: 43% (n = 145) and 38% (n = 143) of cohorts 1 and 2, respectively, participated one year later. Both cohorts improved or maintained their scores to correctly classify all lesions from post-intervention to one-year follow-up. After one year, cohort 2 maintained higher scores for successful identification of both benign and malignant lesions as compared to cohort 1. Conclusion: Medical students receiving a SCE intervention can improve their diagnostic skills after one year, especially with the aid of dermoscopy.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

One-Year Follow-Up of Dermoscopy Education on the Ability of Medical Students to Detect Skin Cancer

Chen¹,

Liebman²,

Soriano³

et al. 2013

Dermatology

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“…Unfortunately, most physicians have limited exposure to skin cancer and dermatology during medical school and residency [22][23][24][25][26] . Lack of confidence and poor diagnostic skills are barriers to effectively performing skin cancer examinations, and many PCPs remain eager for education that can improve their diagnostic accuracy for skin cancer 27 .…”

Section: Introductionmentioning

confidence: 99%

Skin Cancer Education for Primary Care Physicians: A Systematic Review of Published Evaluated Interventions

et al. 2011

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BACKGROUND: Early detection of melanoma may provide an opportunity to positively impact melanoma mortality. Numerous skin cancer educational interventions have been developed for primary care physicians (PCPs) to improve diagnostic accuracy. Standardized training is also a prerequisite for formal testing of melanoma screening in the primary care setting. OBJECTIVE: We conducted a systematic review to determine the extent of evaluated interventions designed to educate PCPs about skin cancer, including melanoma. DESIGN: Relevant studies in the English language were identified through systemic searches performed in MEDLINE, EMBASE, BIOSIS, and Cochrane through December 2010. Supplementary information was obtained from corresponding authors of the included studies when necessary. APPROACH: Studies eligible for inclusion formally evaluated skin cancer education interventions and were designed primarily for PCPs. Excluded studies lacked a specified training intervention, used decision-making software, focused solely on risk factor identification, or did not directly educate or assess participants. Twenty studies met the selection criteria. Data were extracted according to intervention content and delivery format, and study outcomes.KEY RESULTS: All interventions included instructions about skin cancer diagnosis, but otherwise varied in content. Curricula utilized six distinct educational techniques, usually incorporating more than one. Intervention duration varied from 12 min to over 6 h. Eight of the 20 studies were randomized trials. Most studies (18/20, 90%) found a significant improvement in at least one of the following five outcome categories: knowledge, competence, confidence, diagnostic performance, or systems outcomes. Competence was most commonly measured; no study evaluated all categories. Variability in study design, interventions, and outcome measures prevented correlation of outcomes with intervention characteristics. CONCLUSIONS: Despite the development of many isolated educational interventions, few have been tested rigorously or evaluated under sufficient standardized conditions to allow for quantitative comparison. Improved and rigorously tested skin cancer educational interventions for PCPs with outcome measures focusing on changes in performance are needed.

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“…Önemli bir halk sağlığı sorunu olan deri kanserlerinin erken tanınmasının, tıp fakültesinde daha sık ve etkili deri kanseri muayenesinin öğretilmesiyle mümkün olacağı vurgulanmıştır (15).…”

Section: Discussionunclassified

Birinci Sınıf ve Son Sınıf Tıp Öğrencileri Arasında Güneş ve Deri Hakkındaki Bilgi Düzeyi ve Davranışlarının Değerlendirilmesi

Özuğuz¹,

Kaçar²,

Akyürek³

et al. 2014

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Amaç: Çalışmamızda, tıp fakültesi birinci ve altıncı sınıf öğrencilerinin ultraviyole, ultraviyole (UV)'nin deri üzerine olan etkileri, deri kanserleri ve güneşten koruyucu kremler hakkındaki bilgileri ölçülerek, tıp eğitimi sırasında, bu konulardaki bilincin kazanılıp kazanılmadığının araştırılması amaçlanmıştır. Yöntem: Birinci ve altıncı sınıf öğrencilerinden tarafımızca hazırlanan; öğrencilerin demografik bilgileri, güneş, deri kanserleri ve güneşten koruyucu kremler hakkındaki bilgilerini ölçmeye yönelik 20 sorudan oluşan bir anket doldurmaları istenilmiştir. Tüm veriler SPSS20 programı kullanılarak değerlendirildi. İstatistiksel anlamlılık düzeyi p<0,05 olarak kabul edildi. Bulgular: Çalışmamıza katılan toplam 120 öğrencinin 64'ü (%53.33) erkek, 56'sı (%46.66) kadındı. Yüz yirmi kişilik birinci sınıf mevcudu arasından toplam 78 (%65) kişi anketi tam olarak doldururken, 78 kişilik altıncı sınıf öğrencilerinin ise 42'si (%54) anketi tam olarak doldurmuştur. UV hakkındaki sekiz sorunun üçüne; güneşten koruyucu krem hakkındaki altı sorunun üçüne ve deri kanseri ve UV arasındaki ilişki ile ilgili olan üç sorunun birine, son sınıf öğrencilerinin birinci.sınıflara göre, doğru cevaplama oranı belirgin olarak yüksekti (p≤0.001). Sonuç: Tıp eğitimi sırasında güneş ve deri, etkin korunma konularında bilinçlenme düzeyi yeterli değildir. Dermatoloji stajı döneminde güneş ve deri başlığı altında bu konunun müfredatta işlenmesi, bu konudaki eksikliği azaltabilir. Anahtar kelimeler: Tıp fakültesi öğrencileri, güneş, ultraviyole, deri, güneşten koruyucu kremler

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Skin Cancer Examination Teaching in US Medical Education

Cited by 61 publications

References 15 publications

One-Year Follow-Up of Dermoscopy Education on the Ability of Medical Students to Detect Skin Cancer

One-Year Follow-Up of Dermoscopy Education on the Ability of Medical Students to Detect Skin Cancer

Skin Cancer Education for Primary Care Physicians: A Systematic Review of Published Evaluated Interventions

Birinci Sınıf ve Son Sınıf Tıp Öğrencileri Arasında Güneş ve Deri Hakkındaki Bilgi Düzeyi ve Davranışlarının Değerlendirilmesi

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