MedEdPORTAL (Aug 2012)

Dermatology Procedural Course for Internal Medicine Residents: A Didactic and Practical Simulation Exercise

  • Alisa Duran-Nelson,
  • John Raymond,
  • Troy E. Reihsen

DOI
https://doi.org/10.15766/mep_2374-8265.9214
Journal volume & issue
Vol. 8

Abstract

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Abstract Introduction This resource is a knowledge and skills dermatology workshop which includes both didactic and practical portions to teach dermatologic knowledge and procedure skills. This course was created to instruct resident physicians in a variety of benign and malignant skin conditions, and different biopsy techniques for both identification and management of these conditions. This procedure course is part of a much larger ambulatory course that spans the course of 3 months. This course is offered as a half-day workshop on a quarterly basis. Methods Each workshop includes six to eight residents and two instructors. The first part of the course includes a didactic PowerPoint lecture on recognition of suspicious moles, indications for biopsy, risks/contraindications, and when referral to a specialist is necessary. Several images/examples of different skin conditions (benign and malignant) are demonstrated. The second portion of the course takes place in the simulation center where the instructors demonstrate the techniques for students to replicate. Participants practice punch/shave biopsy techniques and simple suturing on pigs' feet prepared with the moulage technique to simulate moles. Instructors should review the procedural checklists prior to the session to ensure they are familiar with the material presented and able to perform the biopsy techniques correctly. All participants fill out a precourse self-assessment of their knowledge of dermatologic disease and procedure skills. After the course is complete, they fill out a postcourse self-assessment of their knowledge and skills. Results This course demonstrated a statistically significant difference in self-reported knowledge and skills as measured by pre-/postself-assessment. 94% of residents found this to be a highly educational workshop. Discussion This course was an example of peer teaching between different residency programs. The instructors engaged in this course were combined medicine-dermatology residents who taught their internal medicine peers.

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