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September 10, 2025

A50 Facilitated near-peer dermatology teaching

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Authors

FMFahmida Miah

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Overview

Observational analysis improved confidence in identifying skin lesions among medical students, suggesting near-peer teaching benefits learning.

Key Points

  • Post teaching, 70% of fourth-year students felt very confident in identifying common skin conditions.
  • Before the session, all students rated their exposure to dermatology as minimal, highlighting the need for effective teaching methods.
  • The approach involved a simulated clinic allowing students to perform clinical examinations on various skin lesions.
  • Facilitated near-peer teaching builds confidence and supports learning for both junior and senior medical students.

Cite This Study

Fahmida Miah (2024) studied this question.

synapsesocial.com/papers/68c23d81b210217d6478e7e5https://doi.org/10.54531/ogbl1417
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Also Consider

Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context:

  1. 1Reconstructing Dermatology Education: The Backward Design and Curricular Content Expansion2025
  2. 2A107 Mastering Medicine: Fostering Confidence in Junior Trainees’ Procedural Skills2024
  3. 3Transforming Dermatology Clerkship Training: Contemporary Educational Approaches and Future Directions2025
  4. 4Effectiveness of Traditional Lecture-Based Learning and Team-Based Learning in Teaching Dermatology among Undergraduate Medical Students of Bangladesh2025
  5. 5Rashes and reflection: a novel curriculum using clinical reasoning to teach ambulatory dermatology to internal medicine residents2025