'Cane' Academy: Dermatology Course

Course Summary

The December 2014 Dermatology section was a course redesign that employed a “blended strategy” where students were provided content online through Blackboard via Softchalk learning modules. Case Study introductions were provided online and then face-to-face sessions focused on interactive, deeper discussions with faculty members about the cases. Small-group sessions and review sessions were also included to enhance student-faculty interactions. Students were given a variety of continuous reflection and assessment opportunities where they could self-measure their learning gains in a low-stakes environment. Within the learning module, ungraded self-assessment quizzes were provided to students at the concept level. In Blackboard, students completed a Pre-course Practice Exam and a Mid-course Practice exam (Part 1 and Part 2). These exercises combined to prepare students for a graded final examination. This report summarizes the course redesign learning experience. 

Timeline of Events

A combination of online and face-to-face learning opportunities were provided to students:

1. Student Orientation: face-to-face discussion about course expectations, Blackboard, and digital learning assets
2. Pre-course Practice Exam: used to measure incoming knowledge
3. Online, self-guided learning modules: digital learning assets that linked learning objectives to academic content and bridged online modules to face-to-face sessions
4. Face-to-Face Case Study Discussions: a series of four face-to-face sessions where faculty used “clickers” and interactive discussions to help students apply content
5. Mid-course Practice Exam: used for students to self-assess their knowledge gains at the midpoint of the course
6. Small-group Sessions: breakout groups where small groups of students worked with an individual faculty member to discuss images, diagnoses, and treatments
7. Review Sessions: Course Director led reviews to provide opportunities for students to clear-up “muddy points”
8. Final Exam: actual assessment used to measure student performance in the course

Students were afforded the opportunities to learn at their own pace by creating their own path. Their individual learning needs were addressed in a variety of ways with different teaching strategies, techniques, and tools. The ultimate goal was to create deeper interactions with faculty members to enhance application of knowledge and to reflect real-world scenarios.

eTools Used

A variety of tools were used to enhance the learning experience:

• Blackboard LMS
• Softchalk authoring software
• Khan-style video production
• YouTube Video Widgets
• Google Docs
• Clickers
• eTextbook
• Panopto Lecture-capture Videos
• Qualtrics survey instrument

Digital Learning Assets

Seven learning modules with 43 Khan-style videos were created and each contained:

• Introduction with faculty welcome
• Learning Objectives
• Videos at the concept-level
• Overview outline files at the concept-level
• Summary image at the concept-level
• Digital image repository at the concept-level
• Self-assessment quizzes
• Case Study “vignette” readings and handouts
• Links to lecture-capture videos and other supplemental resources
• Aesthetic appeal, branding, and professional styling that matched the design of the Blackboard interface

Mapping the Dermatology Course to UMMSM’s Institutional Education Objectives (IEO’s)

At the program level, this course maps to Institutional Education Objectives:

Individual Course Objectives

1. Students should know the normal function and structures of skin.
2. Common diseases of the skin should be understood, including exanthems, acne, fungal infections, drug and contact dermatitis, bullous and blistering diseases, psoriasis, and neoplasms of the skin.

UMMSM IEO’s

1. Knowledge of the biomedical and behavioral sciences appropriate for the practice of clinical medicine by all physicians.

Assessment Methods

1. MCQ (multiple choice questions)

Meet the Faculty

These faculty members took active roles in creating and reviewing the content used in this course. Listed below are the names with focal topics they assisted with.

• Dr. Robert Kirsner – Course Director; “Skin Changes: Time and Injury” and “Skin as a Window to Systemic Disease”
• Dr. Theresa Cao – “Skin Neoplasms”
• Dr. Jacquelyn Dosal – “Infections of the Skin”
• Dr. George Elgart – “Skin Neoplasms” and “Inflammatory and Immune Conditions of the Skin”
• Dr. James Grichnik – Case Study Discussions
• Dr. Shasa Hu – “Structure and Function of Skin” and “Diseases of Adnexal Structures & Nails”
• Dr. Joely Kaufman – “Skin Changes: Time and Injury” and “Skin Neoplasms”
• Dr. Jonette Keri – “Diseases of Adnexal Structures & Nails”
• Dr. Elizabeth Lebrun Nestor – “Infections of the Skin”
• Dr. Mariya Miteva – “Structure and Function of Skin”
• Dr. Keyvan Nouri – “Skin Neoplasms”
• Dr. Paolo Romanelli – “Inflammatory and Immune Conditions of the Skin”
• Dr. Jonathan Weiss – “Inflammatory and Immune Conditions of the Skin”

Meet the Support Team

• Dr. Alex Mechaber – Senior Associate Dean for Undergraduate Medical Education
• Dr. Mark O’Connell – Educational Development Office; Senior Associate Dean for Educational Development
• Dr. Shara Steiner-Brody – Educational Development Office
• David Green, M.S. – Instructional Designer
• David Faber – Medical Education Fellow
• Joshua Fox – Medical Student (Dermatology)
• Nick Pikarsky – Director information Technology