Información del artículo
Abstract
Dermatoweb is a website to aid undergraduate dermatology training. It includes the dermatology program of the Lerida Faculty of Medicine, and is based principally on clinical presentations, tables with the differential diagnosis of the 20 most common reasons for dermatologic consultation, about 200 clinical test cases to stimulate self-training, and a subject list with the 32 topics that make up the dermatology syllabus in many faculties of medicine. Thanks to this website, some of our students achieve high marks in dermatology despite hardly coming to classes. In addition, therapeutic guidelines for the common dermatoses can be found on the site, and an atlas with more than 5,300 photographs and almost 100 videos on the more common dermatological procedures; these can serve as a visual aid for family doctors, residents in dermatology in the initial years, and practicing dermatologists.
Key words:
dermatoweb
computer-based learning
undergraduate
Resumen
Dermatoweb es una web de ayuda para el aprendizaje de la Dermatología durante el pregrado. Contiene el programa de la asignatura de la Facultad de Medicina de Lleida, basado principalmente en presentaciones clínicas, unas tablas con el diagnóstico diferencial de los 20 motivos de consulta más frecuentes en Dermatología, unos 200 casos clínicos problema, para estimular el autoaprendizaje, y un temario con los 32 temas que conforman el programa de Dermatología de muchas de las facultades de Medicina. Gracias a la web algunos de nuestros estudiantes superan la asignatura de forma notable sin apenas haber venido a clase. Contiene además unas guías terapéuticas de las dermatosis comunes, un atlas con más de 5.300 fotografías y cerca de 100 vídeos referentes a los procedimientos dermatológicos más empleados que pueden servir de ayuda para el médico de familia, los residentes de Dermatología de los primeros años y el dermatólogo práctico.
Palabras clave:
dermatoweb
aprendizaje por ordenador
pregrado
El Texto completo está disponible en PDF
References
[1.]
A. McCormick, D. Fleming, J. Charlton.
Morbidity statistics from general practice: 4th National Study 1991-92.
HMSO, (1995),
[2.]
S. Thies-Zajonc, J. Szecsenyi, M.M. Kochen, M. Köhle.
Patienteninitiative und Uberweisungsentscheidung des Hausarztes.
Gesundheitswesen, 59 (1997), pp. 561-565
[3.]
F.J. Rodríguez, J. Chacón, M. Esteban, N. Valles, F. López, A. Sánchez.
Motivos de interconsulta entre atención primaria y el segundo nivel.
Aten Primaria, 36 (2005), pp. 137-143
[4.]
F. Moreno, J.L. Casals, J.M. Sánchez, R. Rivera, M.A. Vázquez.
Documento de interconsulta: evaluación de la calidad de la comunicación entre Atención Primaria y Especializada.
Semergen, 34 (2008), pp. 218-223
[5.]
S.M. Burge.
Teaching dermatology to medical students: a survey of current practice in the UK.
Br J Dermatol, 146 (2002), pp. 295-303
[6.]
C.W. Lober.
Dermatology. Positioned for health care reform.
Arch Dermatol, 132 (1996), pp. 1065-1067
[7.]
M.S. Knowles.
Self-directed learning. A Guide for Learners and Teachers.
New York Association Press, (1975),
[8.]
General Medical Council. Tomorrow's Doctors. London: GMC; 1993.
[9.]
R. Richards, T. Fülöp.
Innovative schools for health personnel. Report on ten schools belonging to the Network of Community-Oriented Educational Institutions for Health Sciences.
WHO Offset Publ, 102 (1987), pp. 1-106
[10.]
J.M. Manso.
¿Qué enseñar en ciencias de la salud? Técnicas para definir competencias y perfiles profesionales (1.ª parte).
Educación Médica, 3 (2000), pp. 1-8
[11.]
M.S. Knowles, E.F. Holton, R.A. Swanson.
The Adult Learner.
5th ed., Butterworth-Heinemann, (1998),
[12.]
D.M. Kaufman, K.V. Mann, P.A. Jennett.
Teaching and learning in medical education: how theory can inform practice.
Association for the Study of Medical Education, (2000),
[13.]
General Medical Council. Tomorrow's Doctors. 2nd ed. London: General Medical Council; 2002.
[14.]
M. Das, A. Townsend, M.Y. Hasan.
The views of senior students and young doctors of their training in a skills laboratory.
Med Educ, 32 (1998), pp. 143-149
[15.]
T. Greenhalgh.
Computer assisted learning in undergraduate medical education.
Br Med J, 322 (2001), pp. 40-44
[16.]
M. Schittek, N. Mattheos, H.C. Lyon, R. Attstrom.
Computer assisted learning. A review.
Eur J Dent Educ, 5 (2001), pp. 93-100
[17.]
R. Friedl, S. Wieshammer, J. Kehrer, C. Ammon, D. Hübner, J. Lehmann, et al.
Ein fallbasiertes, interaktives und multimediales Computerlernprogramm zum Thema Herzinfarkt, Angina pectoris und Mitralstenose.
Med Klin (Munich), 91 (1996), pp. 564-569
[18.]
J.P. Finley, G.P. Sharratt, M.A. Nanton, R.P. Chen, D.L. Roy, G. Paterson.
Auscultation of the heart: a trial of classroom teaching versus computer-based independent learning.
Med Educ, 32 (1998), pp. 357-361
[19.]
X. Gómez-Arbonés, A. Ferreira, M. Piqué, J. Roca, J. Tomás, J.L. Frutos, et al.
A cardiological web as an adjunct to medical teaching: prospective analysis.
Med Teach, 26 (2004), pp. 187-189
[20.]
M. Maleck, M.R. Fischer, B. Kammer, C. Zeiler, E. Mangel, F. Schenk, et al.
Do computers teach better? A media comparison study for case-based teaching in radiology.
Radiographics, 21 (2001), pp. 1025-1032
[21.]
J.M. Teichman, J. Richards.
Multimedia to teach urology to medical students.
Urology, 53 (1999), pp. 267-270
[22.]
D. Seabra, M. Srouqi, R. Baptista, L.J. Nesrallah, V. Ortiz, D. Siqulem.
Computer aided learning versus standard lecture for undergraduate education in urology.
J Urol, 171 (2004), pp. 1220-1222
[23.]
D.A. Rogers, G. Regehr, K.A. Yeh, T.R. Howdieshell.
Computerassisted learning versus a lecture and feedback seminar for teaching a basic surgical skill.
Am J Surg, 175 (1998), pp. 508-510
[24.]
C.F. Wahlgren, S. Edelbring, U. Fors, H. Hindbeck, M. Stahle.
Evaluation of an interactive case simulation system in dermatology and venereology for medical students.
BMC Med Educ, 6 (2006), pp. 40
[25.]
H. Farrimond, T.L. Dornan, A. Cockcroft, L.E. Rhodes.
Development and evaluation of an e-learning package for teaching skin examination. Action research.
Br J Dermatol, 155 (2006), pp. 592-599
[26.]
T. Lüdert, A. Nast, H. Zielke, W. Sterry, B. Rzany.
E-learning in the dermatological education at the Charité: evaluation of the last three years.
J Dtsch Dermatol Ges, 6 (2008), pp. 467-472
[27.]
S. Jenkins, R. Goel, D.S. Morrell.
Computer-assisted instruction versus traditional lecture for medical student teaching of dermatology morphology: a randomized control trial.
J Am Acad Dermatol, 59 (2008), pp. 255-259
[28.]
J. Smolle, R. Staber, H. Neges, G. Reibnegger, H. Kerl.
Computer-based Training in der Dermatoonkologie -erste Ergebnisse zum Vergleich elektronischer Lernprogramme mit Prasenzlehre.
J Dtsch Dermatol Ges, 3 (2005), pp. 883-888
[29.]
A.S. Robbins, J.C. Beck.
Guidelines for graduate medical education in geriatrics.
J Med Educ, 57 (1982), pp. 762-768
[30.]
N. Snow, A.L. Imbembo.
Thoracic surgical content of an undergraduate surgical curriculum.
Surgery, 100 (1986), pp. 83-88
[32.]
E. Boath, J. Mucklow, P. Black.
Consulting the oracle: a Delphi study to determine the content of a postgraduate distance learning course in therapeutics.
Br J Clin Pharmacol, 43 (1997), pp. 643-647
[33.]
P.A. O’Neill, D. Metcalfe, T.J. David.
The core content of the undergraduate curriculum in Manchester.
Med Educ, 33 (1999), pp. 121-129
[34.]
BAUTOD. Teaching Recommendations – Undergraduate Dermatology in the UK. British Association of Dermatologists; 2000. Available from: http://www.bad.org.uk/healthcare/academic/teaching
[35.]
R. Clayton, R. Perera, S. Burge.
Defining the dermatological content of the undergraduate medical curriculum: a modified Delphi study.
Br J Dermatol, 155 (2006), pp. 137-144
[37.]
J.M. Casanova, M. Baradad, R.M. Martí.
El uso docente de los casos clínicos en el pregrado.
Piel, 17 (2002), pp. 7-11
[38.]
T.L. Diepgen, G. Eysenbach.
Digital images in dermatology and the Dermatology Online Atlas on the World Wide Web.
J Dermatol, 25 (1998), pp. 782-787
[39.]
I.B. Sneddon.
Thoughts on undergraduate education in dermatology.
Br J Dermatol, 83 (1970), pp. 98-102
[40.]
H.G. Schmidt, G.R. Norman, H.P. Boshuizen.
A cognitive perspective on medical expertise: theory and implication.
Acad Med, 65 (1990), pp. 611-621
[41.]
J. Spencer, D. Blackmore, S. Heard, P. McCrorie, D. McHaffie, A. Scherpbier, et al.
Patient-oriented learning: a review of the role of the patient in the education of medical students.
Med Educ, 34 (2000), pp. 851-857
[42.]
G.R. Norman, C.L. Coblentz, L.R. Brooks, C.J. Babcook.
Expertise in visual diagnosis: a review of the literature.
Acad Med, 67 (1992), pp. S78-83
[43.]
G. Regehr, J. Cline, G.R. Norman, L. Brooks.
Effect of processing strategy on diagnostic skill in dermatology.
Acad Med, 69 (1994), pp. S34-S36
[44.]
S. Coderre, H. Mandin, P.H. Harasym, G.H. Fick.
Diagnostic reasoning strategies and diagnostic success.
Med Educ, 37 (2003), pp. 695-703
[45.]
A. Boer, K.C. Nischal.
www.derm101.com: a growing online resource for learning dermatology and dermatopathology.
Indian J Dermatol Venereol Leprol, 73 (2007), pp. 138-140
[46.]
G.S. Clayden, B. Wilson.
Computer-assisted learning in medical education.
Med Educ, 22 (1988), pp. 456-467
[47.]
N.B. Berman, L.H. Fall, C.G. Maloney, D.A. Levine.
Computer assisted instruction in clinical education: a roadmap to increasing CAI implementation.
Adv Health Sci Educ Theory Pract, 13 (2008), pp. 373-383
[48.]
C.H. Hong, D. McLean, J. Shapiro, H. Lui.
Using the internet to assess and teach medical students dermatology.
J Cutan Med Surg, 6 (2002), pp. 315-319
[49.]
B.M. Miflin, C.B. Campbell, D.A. Price.
A conceptual framework to guide the development of self-directed, lifelong learning in problem-based medical curricula.
Med Educ, 34 (2000), pp. 299-306
[50.]
K. Neuber, K. Weidtmann, E. Coors, S. Harendza.
Die neue Approbationsordnung fur Arzte: Das Hamburger Konzept im Fach Dermatologie und Venerologie.
J Dtsch Dermatol Ges, 4 (2006), pp. 198-204
Copyright © 2009. Academia Española de Dermatología y Venereología and Elsevier España, S.L.
