Smartphone wallpapers for dermoscopy training in medical students and residents

Abstract

Background Several dermoscopy training programs have found the accuracy of dermoscopy examination depends on adequate training of practitioners. Smartphones are readily available and time-efficient tools for dermoscopy training.Aim To evaluate the learning efficacy of utilizing dermoscopy smartphone wallpapers to train medical students, PGY (postgraduate year)-1 trainees, and junior dermatological residents without prior dermoscopy training. Methods We designed smartphone wallpapers with dermoscopy pictures and features of several common melanocytic and nonmelanocytic conditions. Pretests and posttests were performed before and after a 10-day-long smartphone wallpaper training program to evaluate their diagnostic accuracy using dermoscopy images.Results Significant progressions were noted between the pretest and posttest scores both in the nonmelanocytic (P < 0.001) and the melanocytic (P = 0.003) sections. Medical students and PGY-1 trainees demonstrated more significant improvement in nonmelanocytic lesions, compared to dermatology residents. Residents of dermatology showed more progression in the melanocytic section than nonresidents.Limitations There were limited participants. The frequency and time allotted by each participant in perusing the wallpapers were variable. Further study of the application on clinical practice is still needed.Conclusion Smartphone wallpapers training improves dermoscopic interpretation significantly in medical students, PGY-1 trainees, and dermatological residents. The background knowledge of dermatology has an effect on the degree of improvement in the training course. Subjects and methodsThe dermoscopy training program is divided into two sections, nonmelanocytic and melanocytic. Design of dermoscopic smartphone wallpapersOne to nine wallpapers were designed for each diagnosis according to the variation and specificity of its dermoscopic features.The smartphone wallpapers contained clear dermoscopic ª

Factors associated with the academic use of smartphones in medical students. Based on 40 universities in Latin America

“…Finally, it is essential to mention the economic factor, previously related in a similar study (19), that causes less use of smartphones for educational tasks, which could mean a barrier for students of academic groups who probably prefer to use texts in physical or digital through the laptop, an ICT of diversified use in university. Despite this, this negative relationship should be corroborated in future similar studies, because there is also literature that affirms the potential benefit of Smartphone use in the educational area, particularly in undergraduate (20)(21)(22)(23)(24)(25).…”

Dermoscopy Education for Plastic Surgery Residents: How a Brief Theoretical Course and Practical Training Have an Impact

“…The participants underwent pre- and posttests without any formal teaching in between, resulting in an overall improvement in diagnostic accuracy. 18 …”

“…The participants underwent pre-and posttests without any formal teaching in between, resulting in an overall improvement in diagnostic accuracy. 18 Although there is robust evidence in the literature that dermoscopy can improve diagnostic accuracy among plastic surgeons and general practitioners, there is a scarcity of data on the potential benefits of specific training for plastic surgery residents. Pescarini et al addressed this gap by retrospectively evaluating the performance of three plastic surgery registrars with similar skin cancer experiences and training in detecting malignant skin lesions.…”

Academic use of smartphones among medical students in Pakistan

“…A review of published literature reported the uses of mobile computing technologies (i.e. PDAs, tablet computers and smartphones) in medical settings for clinical, educational, and research activities (Akkerman and Filius, 2011; Burdette, Herchline and Oehler, 2008; Ozdalga, Ozdalga and Ahuja 2012; Sclafani, Tirrell and Franko 2013; Stergiannis, Intas, Toulia, et al, 2017; Tahamtan, Pajouhanfar, Sedghi, et al, 2017; Wang, Liu, Chuang, et al, 2019). These technologies are being integrated into clinical practice by physicians, residents and medical health providers with different specialties (Blake, 2008; Dala-Ali, Lloyd and Al-Abed, 2011; Tempelhof, 2009).…”