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Article
Modern moulage: evaluating the use of 3-dimensional prosthetic mimics in a dermatology teaching program for second-year medical students
Family Medicine and Community Health Publications and Presentations
  • Amit Garg, Boston University
  • Heather-Lyn Haley, University of Massachusetts Medical School
  • David S. Hatem, University of Massachusetts Medical School
UMMS Affiliation
Department of Medicine; Department of Family Medicine and Community Health
Date
2-1-2010
Document Type
Article
Subjects
Clinical Competence; Cohort Studies; Curriculum; Dermatology; Diagnosis, Differential; Education, Medical, Undergraduate; Humans; *Models, Anatomic; Program Evaluation; *Prostheses and Implants; Skin Diseases
Abstract
OBJECTIVES: To evaluate the effectiveness of a teaching method that uses 3-dimensional (3D) silicone-based prosthetic mimics of common serious lesions and eruptions and to compare learning outcomes with those achieved through the conventional method of lectures with 2-dimensional (2D) images. DESIGN: Prospective and comparative. SETTING: University of Massachusetts Medical School. PARTICIPANTS: Ninety second-year medical students. INTERVENTION: A 1-hour teaching intervention using a lecture with 2D images (2D group) or using 3D prosthetic mimics of lesions and eruptions (3D group). MAIN OUTCOME MEASURES: Mean scores in the domains of morphology, lesion and rash recognition, lesion and rash management, and overall performance assessed at baseline, immediately after, and 3 months after each group's respective teaching intervention. RESULTS: Immediately after the teaching intervention, the 3D group had significantly higher mean percentage scores than did the 2D group for overall performance (71 vs 65, P = .03), lesion recognition (65 vs 56, P = .02), and rash management (80 vs 67, P = .01). Three months later, the 3D group still had significantly higher mean percentage scores than did the 2D group for lesion recognition (47 vs 40, P = .03). The 3D group better recognized lesions at 3 months compared with at baseline, whereas the 2D group was no better at recognizing lesions at 3 months compared with at baseline. CONCLUSIONS: Despite limited curricular time, the novel teaching method using 3D prosthetic mimics of lesions and eruptions improves immediate and long-term learning outcomes, in particular, lesion recognition. It is also a preferred teaching format among second-year medical students.
Comments

Citation: Arch Dermatol. 2010 Feb;146(2):143-6. Link to article on publisher's site

Related Resources
Link to Article in PubMed
Citation Information
Amit Garg, Heather-Lyn Haley and David S. Hatem. "Modern moulage: evaluating the use of 3-dimensional prosthetic mimics in a dermatology teaching program for second-year medical students" Vol. 146 Iss. 2 (2010) ISSN: 0003-987X (Linking)
Available at: http://works.bepress.com/heather-lyn_haley/13/