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• W3107761241 abstract "To the Editor: New dermatology residents begin their training with limited dermoscopy knowledge but are expected to quickly learn and use dermoscopy for clinical examinations and diagnostic reasoning. A recent survey of residents and program directors revealed significant variation in the amount of dermoscopy teaching across programs, with 38% of residents reporting no formal dermoscopy training and 91% desiring more training.1Patel P. Khanna S. McLellan B. Krishnamurthy K. The need for improved dermoscopy training in residency: a survey of US dermatology residents and program directors.Dermatol Pract Concept. 2017; 7: 17-22Crossref PubMed Google Scholar Another study found that approximately 2 hours per year were devoted to dermoscopy teaching across all programs.2Chen Y.A. Rill J. Seiverling E.V. Analysis of dermoscopy teaching modalities in United States dermatology residency programs.Dermatol Pract Concept. 2017; 7: 38-43Crossref PubMed Google Scholar Our institution created an online learning module to teach basic dermoscopy concepts and diagnoses (available via Mendeley at https://doi.org/10.17632/cg7ktc3zvy.1). Invitations to participate in an internet-based study on the effectiveness of this learning module were sent to incoming first-year dermatology residents through program directors and coordinators via the Association of Professors of Dermatology list server between June and July 2020. A repeated-pairs pre/postassessment design was used to evaluate self-reported confidence and performance on a quiz before and after review of the learning module. Pre- and posttest responses were compared with Wilcoxon matched-pairs signed rank test for self-assessment questions and Student paired t test for quiz questions. Fifty (11.2%) of 447 first-year dermatology residents participated in this study. Self-reported confidence on a 5-point Likert scale improved from mainly “poor” or “fair” to “fair” or “average” ratings (P < .001) (Supplemental Fig 1). The median participant correctly identified 80% of lesions as benign or malignant in the pretest compared with 95% posttest (P < .001) (Fig 1). Subgroup analyses demonstrated similar pre- to posttest improvement (77.8% to 100% for benign lesions, 81.8% to 90.9% for malignant lesions, and 75% to 100% for melanomas, P < .001 for all; 80% to 100% for nonmelanoma skin cancers, P = .33). Eighty percent of participants correctly distinguished all melanoma images as malignant in the posttest compared with 20% pretest. The median participant correctly diagnosed 45% of lesions in the pretest compared with 75% posttest (P < .001) (Fig 2). This improvement held true within subgroup analyses from pre- to posttest: 44.4% to 77.8% for benign lesions, 45.5% to 72.7% for malignant lesions, 66.7% to 83.3% for melanomas, and 20% to 80% for nonmelanoma skin cancers (P < .001 for all).Fig 2Accuracy of diagnosis by new dermatology residents in the pre- and posttest.View Large Image Figure ViewerDownload Hi-res image Download (PPT) Dermoscopy is widely practiced in dermatology,3Yélamos O. Braun R.P. Liopyris K. et al.Usefulness of dermoscopy to improve the clinical and histopathologic diagnosis of skin cancers.J Am Acad Dermatol. 2019; 80: 365-377Abstract Full Text Full Text PDF PubMed Scopus (42) Google Scholar and its use is considered a visual recognition milestone under the Accreditation Council for Graduate Medical Education core competency of medical knowledge. Prior studies have shown that formal dermoscopy education improves identification of lesions as malignant or benign, but the interventions tested either included in-person lectures or spanned an entire year.4Boespflug A. Guerra J. Dalle S. Thomas L. Enhancement of customary dermoscopy education with spaced education e-learning: a prospective controlled trial.JAMA Dermatol. 2015; 151: 847-853Crossref PubMed Scopus (21) Google Scholar,5Liebman T.N. Goulart J.M. Soriano R. et al.Effect of dermoscopy education on the ability of medical students to detect skin cancer.JAMA Dermatol. 2012; 148: 1016-1022Crossref Scopus (17) Google Scholar This study evaluated the effectiveness of an online learning module in improving new dermatology residents' confidence and competency with using dermoscopy at the onset of their training. Limitations include selection bias from voluntary participation in a study that took on average 2 hours to complete, lack of validation data for the evaluation instruments used, and inability to evaluate the long-term retention of learning. Online learning modules offer a self-directed and accessible method to enhance dermatology education when formal teaching via clinical experiences or lectures is limited, especially pertinent during the current coronavirus disease 2019 pandemic. Given our findings, we encourage dermatology programs to offer new residents educational tools for learning dermoscopy like that developed by our institution and evaluated in this study. None disclosed." @default.
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• W3107761241 title "Confidence and competency in the use of dermoscopy among new first-year dermatology residents: A repeated-pairs pre-/postassessment study of an online learning module" @default.
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