PG72 An evaluation of the efficacy of a SAFMEDS intervention to train dermatology diagnostic skills in junior doctors

Abstract

Introduction Upon qualifying, many physicians have inadequate exposure to dermatology and lack confidence in their dermatology skills(1,2). Accurate diagnosis of skin conditions requires clinical exposure over a long period of time. Precision teaching is an educational method used to develop fluency (defined as accuracy with speed). SAFMEDS (Say All Fast Minute Every Day Shuffled’) is a precision teaching technique that uses flashcards to develop fluency in the learner Method The aim of this study was to evaluate the impact of SAFMEDS as an adjunct to experiential learning and traditional dermatology teaching on the diagnostic skills of doctors in their first year after graduation from medical school. This study used a pragmatic between-groups randomised controlled trial design. Following consent, participants completed a baseline assessment followed by a one-hour dermatology lecture. They were then randomised to control group or intervention group. The intervention group received a pack of SAFMEDS flashcards with 68 images of 17 common dermatological conditions (image on the front and correct diagnosis on the back). Following training in the technique, they were asked to complete at least one SAFMEDS trial per day and document their results. On reaching fluency, (defined by expert performance as 26 correct answers with 0 or 1 incorrect per one minute) or the pre-determined end-of-study date, the intervention group participants completed a post-test. Control group participants also completed the post-test. The intervention group completed a retention test 6–8 weeks later. Results Of the 30 who consented to take part, 15 were randomised to the control group and 15 to the intervention group. Results showed a medium effect size with significantly greater improvement in scores of the intervention group (mean score at baseline: 49.9%, at post-test: 73.74%) as compared to the control group (mean score at baseline: 48.86%, at post-test: 55.43%). Performance of the intervention group persisted at the retention test. Discussion and Conclusion Test scores improved significantly in the intervention group and persisted for 6 weeks after the intervention stopped. SAFMEDS offers an effective, time-efficient and feasible adjunct to traditional dermatology teaching and may be particularly useful for postgraduates who have competing demands on their time. References Shah H, Pozo-Garcia L, & Koulouroudias M. ( 2015).:Dermatology – a compulsory part of the UK medical school curriculum?Medical Education Online;20(1):30212. Kelly A, Hennessy C, Ryan C. Unsatisfactory Level of Undergraduate Dermatology Education in Newly Qualified Irish Doctors. Ir Med J 2018;111(4):746.