Dermatology teaching for undergraduate medical students in clinical routine - a structured four-week curriculum

Abstract

Background: Dermatology teaching is fundamental for the promotion of young colleagues in our specialty. However, traditional teaching methods are being scrutinized by students of the 'Generation Y and Z', which can pose new challenges for teaching institutions. We therefore aimed to assess the motivational impact and reception of a newly created four-week curriculum containing modernized teaching methods integrated into clinical routine.

Methods: In this single-center study, 67 medical students completed this curriculum composed of weekly learning objectives including knowledge of morphological terms, 10 common dermatoses, communication and presentation skills. The participants provided information on their level of interest in dermatology each week as well as positive and negative aspects of the curriculum.

Results: During the curriculum a significant median increase in interest in dermatology was reported with no differences between the genders. Low initial interest could be improved, high initial interest maintained. Participants with an interest in scientific work (20.9%) were more motivated during the curriculum. The variety, quality of teaching and structure were the main aspects rated positively. Suggestions for improvement included the need for more teaching by senior doctors, transfer of responsibility, and a working environment updated to the latest technology standards.

Conclusion: The presented curriculum was well received by the participants and allowed to better define learning preferences of new generations which can be helpful to modernize traditional teaching methods. Interest in scientific work could be a factor to identify students with a particularly strong interest in dermatology.

Keywords: Curriculum; Dermatology; Generation Y; Generation Z; Medical education; Teaching; Undergraduate medical student.

Fig. 1

Overview of the structured four-week curriculum in dermatology. ILDS: International League of Dermatological Societies

Fig. 2

Comparison of the participants’ median interest in dermatology at different points in time compared to day 1 (n = 67)

Fig. 3

Progression of participants’ median interest in dermatology at different points in time (n = 67), grouped according to their level of interest at baseline

Fig. 4

Distribution of individual responses by gender within the domain of positive aspects in %. In total 199 individual responses were given (n = 199), of these n = 53 from males and n = 146 from females

Fig. 5

Distribution of individual responses by gender within the domain of suggestions for improvement in %. In total 95 individual responses were given (n = 95), of these n = 30 from males and n = 65 from females

Fig. 6

Distribution of take-home messages by categories in % (n = 255)