Conflict of interest None declared.
Self-learning digital modules in Dermatology: a pilot study
Article first published online: 10 NOV 2009
© 2009 The Authors. Journal compilation © 2009 European Academy of Dermatology and Venereology
Journal of the European Academy of Dermatology and Venereology
Volume 24, Issue 6, pages 655–660, June 2010
How to Cite
Kaliyadan, F., Manoj, J., Dharmaratnam, A. and Sreekanth, G. (2010), Self-learning digital modules in Dermatology: a pilot study. Journal of the European Academy of Dermatology and Venereology, 24: 655–660. doi: 10.1111/j.1468-3083.2009.03478.x
- Issue published online: 5 MAY 2010
- Article first published online: 10 NOV 2009
- Received: 5 July 2009; Accepted: 30 September 2009
- digital self-learning modules;
- information technology
Background Dermatological diseases are one of the most common problems in outpatient departments. Dermatology teaching unfortunately is facing two major issues: (i) a shortage of trained faculty and (ii) inadequate teaching time. Various methods utilizing modern information technology have been studied to overcome these problems.
Objectives We attempted to evaluate the use of a digital self-learning module in the teaching of dermatology.
Methods We created digital modules of dermatology topics, which included power-point presentations, instructive videos demonstrating signs in dermatological examination, interactive quizzes and images. The module was pilot tested on 48 third semester students, each posted for 2 weeks in dermatology. Evaluation was performed using a 5-point Likert scale questionnaire for the students. Actual knowledge acquisition was evaluated using a post-test with two components: section A comprising questions from the sections covered by the digital module and a section B comprising questions from topics taught only in the conventional method.
Results The questionnaire analysis revealed that a majority of the students were comfortable using the module and felt that it encouraged them towards further in-depth self-learning on the concerned topics. The results from the post-test were compared between the test and control sections, using the Student’s t-test, which gave a P-value of 0.084 (5% significance level) suggesting that the difference was not significant.
Conclusion To conclude, we would like to suggest that the use of a ‘play area’ like concept coupled with an interactive information technology-based self-learning module might improve dermatology teaching.