Medical students' abilities to diagnose skin lesions after dermatology electives often remain unsatisfactory despite a dermatology elective being one of the most effective ways to improve their clinical reasoning. Feedback and reflection are two basic teaching methods used in clinical settings. This study aimed to investigate the effectiveness of structured reflection and immediate feedback in improving of medical students' evaluation of skin lesions.
Study Type
INTERVENTIONAL
Allocation
RANDOMIZED
Purpose
OTHER
Masking
NONE
Enrollment
87
2-hour training involving 10 written clinical cases to encourage students to practice thinking like a dermatologist in their clinical reasoning, and to help students build adequate illness scripts of skin diseases
Traditional didactic lecture which uses the same clinical cases
Department of Dermatology, Seoul National University Boramae Hospital
Seoul, South Korea
Diagnostic accuracy in the training set
Mean score of the training set (number of correct answers)
Time frame: At the end of a 2-week dermatology elective
Diagnostic accuracy in the control set
Mean score of the control set (number of correct answers)
Time frame: At the end of a 2-week dermatology elective
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