Sustainable teaching in dermatology: the role of Clinical Teaching Fellows

Abstract

discordant. Among the 219 concordant students, 65% preferred to sit on the same side as the demonstrator, and 35% preferred to sit on the opposite side (Fig. 1). Of the 35 discordant students, 66% preferred to sit opposite the demonstrator and 34% preferred to sit on the same side. This difference in positional preference was statistically significant (P < 0.001).Students who sat in their preferred sitting position according to the questionnaire (n = 202) were significantly more satisfied with the teaching session (P < 0.001) and were more likely to notice an improvement in confidence (P = 0.01; Table 1).Prior studies suggested that female students were more likely to give positive overall ratings for seating position, 2 which contrasts with our study where males were more satisfied than females (P < 0.001) and noted a more considerable increase in confidence (P < 0.001).Limitations of our study include a potential response bias, the fact that it was a single-centre study and the lack of evaluation of other teacher-based factors that may influence student satisfaction. Although several differences were statistically significant, further studies are needed to determine if this translates to a clinically significant difference.This study supports the positioning of concordanthanded students on the same side as the demonstrator and discordant-handed students opposite the demonstrator in practical skills teaching to improve student satisfaction and confidence.

Non-Traditional Teaching Methods in Undergraduate Dermatology Training: A Scoping Review

“…The main challenges within the dermatology speciality are delivering adequate teaching to students with a limited number of clinicians and an increasing workload (Pardoe et al, 2020). Since the development of new treatments, dermatology inpatient admissions have radically declined.…”