Updated: 22 Dec. 2006
Ade-Damilano, M. Suter, M. M. Computer-assisted teaching in veterinary
dermatopathology. [Conference paper. Book chapter] Advances in veterinary
dermatology: volume 3. Proceedings of the Third World Congress of Veterinary
Dermatology, Edinburgh, Scotland, 11-14 September, 1996.
Butterworth-Heinemann Ltd,Oxford, UK: 1998. 431.
Hartmann AC, Cruz PD Jr. Interactive
mechanisms for teaching dermatology to medical students. Archives of
Dermatology 1998 Jun;134(6):725-728. Department of Dermatology, The
University of Texas Southwestern Medical Center, Dallas 75235-9069, USA.
OBJECTIVES: To develop interactive teaching mechanisms for an "Introduction to
Dermatology" course for medical students and to compare the effectiveness and
impact of these mechanisms on learning. DESIGN: Survey and before-after trial.
SETTING: Medical school. PARTICIPANTS: Second-year medical students
(approximately 200 per year). MAIN OUTCOME MEASURES: The teaching mechanisms
were evaluated through responses to questionnaire-based course evaluations
(survey). The impact of the CD-ROM program was assessed by performance in
Kodachrome slide-based multiple choice examinations (before-after trial).
RESULTS: Overall the course was highly rated and among its components, the
live-patient sessions, the CD-ROM program, and the poster exhibit were rated
most effective. There was no difference in the examination performance of
students who took the course before and after inclusion of the CD-ROM program.
High-scoring students attended a significantly greater number of lectures in
comparison with low-scoring students. CONCLUSIONS: The 3 teaching mechanisms
judged by students to be most effective were also the most visual and
interactive, suggesting that these attributes are critical to learning
dermatology. On the other hand, addition of the CD-ROM program failed to produce
differential improvement in short-term cognitive skills.
