Non-Traditional Teaching Methods in Undergraduate Dermatology Training: A Scoping Review

Background and Objectives: Dermatology teaching is underrepresented within the undergraduate curricula and adequate teaching is becoming more challenging with current pressures on service delivery. Undergraduate dermatology is taught through a mixture of traditional methods including formal lectures, tutorials and attendance to outpatient clinics. Studies have shown use of traditional methods alone cannot be relied on. The aim of this research is to evaluate the evidence on the use of non-traditional teaching methods in undergraduate dermatology training.

Methods: A scoping review methodology was utilized. The literature search was performed in electronic databases PubMed, Ovid Medline and EMBASE. Articles were selected against an inclusion and exclusion criteria.

Results: The search identified 725 records of which 23 met the inclusion criteria. The most common teaching methods used across the selected studies was computer aided learning, followed by moulage simulation, competitive based learning, precision teaching and use of cinematic films. Effectiveness of teaching methods used were tested through means of knowledge acquisition tests, student perception questionnaires or both. There was a mixture of quantitative and qualitative data. Knowledge acquisition tests generally showed that newer teaching methods were just as effective as the traditional approaches. Student feedback was overall very positive.

Conclusion: The evidence suggests the use of non-traditional teaching methods in undergraduate dermatology, but the evidence of their effectiveness is limited and more rigorous studies are required in future research. Use of non-traditional educational methods are unlikely to fully replace the vital patient contact observed with more traditional methods; it would be best used alongside the more traditional approaches to create an overall enhanced learning environment.