TY - JOUR

T1 - Instructional Strategies to Enhance Dermoscopic Image Interpretation Education

T2 - a Review of the Literature

AU - Tran, Tiffaney

AU - Ternov, Niels K.

AU - Weber, Jochen

AU - Barata, Catarina

AU - Berry, Elizabeth G.

AU - Doan, Hung Q.

AU - Marghoob, Ashfaq A.

AU - Seiverling, Elizabeth V.

AU - Sinclair, Shelly

AU - Stein, Jennifer A.

AU - Stoos, Elizabeth R.

AU - Tolsgaard, Martin G.

AU - Wolfensperger, Maya

AU - Braun, Ralph P.

AU - Nelson, Kelly C.

N1 - Publisher Copyright: © 2022 Tran et al.

PY - 2022

Y1 - 2022

N2 - Introduction: In image interpretation education, many educators have shifted away from traditional methods that involve passive instruction and fragmented learning to interactive ones that promote active engagement and integrated knowledge. By training pattern recognition skills in an effective manner, these interactive approaches provide a promising direction for dermoscopy education. Objectives: A narrative review of the literature was performed to probe emerging directions in medical image interpretation education that may support dermoscopy education. This article represents the second of a two-part review series. Methods: To promote innovation in dermoscopy education, the International Skin Imaging Collaborative (ISIC) assembled an Education Working Group that comprises international dermoscopy experts and educational scientists. Based on a preliminary literature review and their experiences as educators, the group developed and refined a list of innovative approaches through multiple rounds of discussion and feedback. For each approach, literature searches were performed for relevant articles. Results: Through a consensus-based approach, the group identified a number of theory-based approaches, as discussed in the first part of this series. The group also acknowledged the role of motivation, metacognition, and early failures in optimizing the learning process. Other promising teaching tools included gamification, social media, and perceptual and adaptive learning modules (PALMs). Conclusions: Over the years, many dermoscopy educators may have intuitively adopted these instructional strategies in response to learner feedback, personal observations, and changes in the learning environment. For dermoscopy training, PALMs may be especially valuable in that they provide immediate feedback and adapt the training schedule to the individual’s performance.

AB - Introduction: In image interpretation education, many educators have shifted away from traditional methods that involve passive instruction and fragmented learning to interactive ones that promote active engagement and integrated knowledge. By training pattern recognition skills in an effective manner, these interactive approaches provide a promising direction for dermoscopy education. Objectives: A narrative review of the literature was performed to probe emerging directions in medical image interpretation education that may support dermoscopy education. This article represents the second of a two-part review series. Methods: To promote innovation in dermoscopy education, the International Skin Imaging Collaborative (ISIC) assembled an Education Working Group that comprises international dermoscopy experts and educational scientists. Based on a preliminary literature review and their experiences as educators, the group developed and refined a list of innovative approaches through multiple rounds of discussion and feedback. For each approach, literature searches were performed for relevant articles. Results: Through a consensus-based approach, the group identified a number of theory-based approaches, as discussed in the first part of this series. The group also acknowledged the role of motivation, metacognition, and early failures in optimizing the learning process. Other promising teaching tools included gamification, social media, and perceptual and adaptive learning modules (PALMs). Conclusions: Over the years, many dermoscopy educators may have intuitively adopted these instructional strategies in response to learner feedback, personal observations, and changes in the learning environment. For dermoscopy training, PALMs may be especially valuable in that they provide immediate feedback and adapt the training schedule to the individual’s performance.

KW - dermoscopy education

KW - educational methods

KW - gamification

KW - image interpretation education

KW - instructional strategies

U2 - 10.5826/dpc.1204a189

DO - 10.5826/dpc.1204a189

M3 - Review

C2 - 36534542

AN - SCOPUS:85143274760

VL - 12

JO - Dermatology Practical and Conceptual

JF - Dermatology Practical and Conceptual

SN - 2160-9381

IS - 4

M1 - e2022189

ER -