Analysis of dermoscopy teaching modalities in United States dermatology residency programs

The use of dermoscopy in dermatology residency programs is on the rise (over 94% of chief residents reported using a dermatoscope in 2013) [1]. Despite increased use (100% of our surveyed residents reported using a dermatoscope), dermoscopy training is one of the aspects of United States dermatolog...

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Autores principales: Yun An Chen, Joanne Rill, Elizabeth V. Seiverling
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Lenguaje:EN
Publicado: Mattioli1885 2017
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Acceso en línea:https://doaj.org/article/aa3af75486cc4378b69398e7b00d8c94
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spelling oai:doaj.org-article:aa3af75486cc4378b69398e7b00d8c942021-11-17T08:30:38ZAnalysis of dermoscopy teaching modalities in United States dermatology residency programs10.5826/dpc.0703a082160-9381https://doaj.org/article/aa3af75486cc4378b69398e7b00d8c942017-08-01T00:00:00Zhttp://dpcj.org/index.php/dpc/article/view/302https://doaj.org/toc/2160-9381 The use of dermoscopy in dermatology residency programs is on the rise (over 94% of chief residents reported using a dermatoscope in 2013) [1]. Despite increased use (100% of our surveyed residents reported using a dermatoscope), dermoscopy training is one of the aspects of United States dermatology residency training with the lowest resident satisfaction [2]. Diagnostic accuracy with dermoscopy is highly correlated with the amount of dermoscopy training the user has undertaken [3]. We sought to analyze dermoscopy use in US Dermatology residencies to better understand resident dermoscopy utilization and teaching modalities. We found residents learn dermoscopy via multiple teaching modalities. The most commonly reported dermoscopy teaching modality was didactic lectures, followed by time in clinic with a dermoscopy expert. Of the different teaching modalities, time in the clinic with a dermoscopy expert was reported to be the most effective. We also found that the majority of dermatology residents receive didactic dermoscopy lectures and clinical dermoscopy training on the differentiation of benign nevi from melanoma using dermoscopy, the detection of basal cell carcinoma, and the identification of seborrheic keratosis. However, few residents receive dedicated training on the use of dermoscopy in the evaluation of inflammatory dermatoses and skin infections despite dermoscopy’s demonstrated value in both areas [4-7]. Yun An ChenJoanne RillElizabeth V. SeiverlingMattioli1885articledermoscopy trainingdermatology residencymedical educationDermatologyRL1-803ENDermatology Practical & Conceptual, Vol 7, Iss 3 (2017)
institution DOAJ
collection DOAJ
language EN
topic dermoscopy training
dermatology residency
medical education
Dermatology
RL1-803
spellingShingle dermoscopy training
dermatology residency
medical education
Dermatology
RL1-803
Yun An Chen
Joanne Rill
Elizabeth V. Seiverling
Analysis of dermoscopy teaching modalities in United States dermatology residency programs
description The use of dermoscopy in dermatology residency programs is on the rise (over 94% of chief residents reported using a dermatoscope in 2013) [1]. Despite increased use (100% of our surveyed residents reported using a dermatoscope), dermoscopy training is one of the aspects of United States dermatology residency training with the lowest resident satisfaction [2]. Diagnostic accuracy with dermoscopy is highly correlated with the amount of dermoscopy training the user has undertaken [3]. We sought to analyze dermoscopy use in US Dermatology residencies to better understand resident dermoscopy utilization and teaching modalities. We found residents learn dermoscopy via multiple teaching modalities. The most commonly reported dermoscopy teaching modality was didactic lectures, followed by time in clinic with a dermoscopy expert. Of the different teaching modalities, time in the clinic with a dermoscopy expert was reported to be the most effective. We also found that the majority of dermatology residents receive didactic dermoscopy lectures and clinical dermoscopy training on the differentiation of benign nevi from melanoma using dermoscopy, the detection of basal cell carcinoma, and the identification of seborrheic keratosis. However, few residents receive dedicated training on the use of dermoscopy in the evaluation of inflammatory dermatoses and skin infections despite dermoscopy’s demonstrated value in both areas [4-7].
format article
author Yun An Chen
Joanne Rill
Elizabeth V. Seiverling
author_facet Yun An Chen
Joanne Rill
Elizabeth V. Seiverling
author_sort Yun An Chen
title Analysis of dermoscopy teaching modalities in United States dermatology residency programs
title_short Analysis of dermoscopy teaching modalities in United States dermatology residency programs
title_full Analysis of dermoscopy teaching modalities in United States dermatology residency programs
title_fullStr Analysis of dermoscopy teaching modalities in United States dermatology residency programs
title_full_unstemmed Analysis of dermoscopy teaching modalities in United States dermatology residency programs
title_sort analysis of dermoscopy teaching modalities in united states dermatology residency programs
publisher Mattioli1885
publishDate 2017
url https://doaj.org/article/aa3af75486cc4378b69398e7b00d8c94
work_keys_str_mv AT yunanchen analysisofdermoscopyteachingmodalitiesinunitedstatesdermatologyresidencyprograms
AT joannerill analysisofdermoscopyteachingmodalitiesinunitedstatesdermatologyresidencyprograms
AT elizabethvseiverling analysisofdermoscopyteachingmodalitiesinunitedstatesdermatologyresidencyprograms
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