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Educación Médica

versión impresa ISSN 1575-1813

Resumen

SANTOS JR., A. et al. Evaluation of medical skills: diagnosis of prevalent dermatological lesions. Educ. méd. [online]. 2010, vol.13, n.1, pp.47-52. ISSN 1575-1813.

Aim. Instruction in dermatology is often under-valued, in spite of the frequency of dermatological complaints in clinical practice. The aim of this study is to evaluate the skill of doctors who are not dermatologists as well as the students of the Medical School at the Campinas State University, Brazil, in the treatment of patients with dermatological lesions. Among the students, there are 24 participating in a new model of curriculum, which came as a result of a revision of teaching methods, which allows a greater number of activities relating to this specialty. Subjects and methods. This study was designed by using a writing test which contains ten clinical cases and the images relating to these cases. The person being evaluated was required to choose one of five alternatives for each question. This instrument was applied anonymously to 83 doctors and 55 medical students. In this group of doctors, eight were specialists in dermatology and served as a point of reference for the study. Results. Students of the new curriculum had an average of 6.34 considering the note of dermatologists as ten, the maximum score possible. The average of the other students was 3.82 and the average of the non-specialist doctors attending in primary care units was 3.32. Conclusions. The research demonstrated that the change in teaching of dermatology was a relevant factor for the acquisition of knowledge in this area in the new curriculum at the university. It also supported what had been previously supposed, that non-specialists in the Family Health Program who attend patients at health primary care in the regions evaluated did not receive adequate training for the performance of this specialty as expected to general practitioners.

Palabras clave : Assessment; Curriculum; Dermatology; Education; Medical care; Teaching.

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