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August 1996

Learning and Teaching in DermatologyA Practitioner's Guide

Author Affiliations

From the Department of Internal Medicine, Dermatology Section, Northeastern Ohio Universities College of Medicine, Rootstown (Dr Brodell); Department of Dermatology, Case Western Reserve University School of Medicine, University Hospitals of Cleveland (Ohio) (Drs Brodell and Chren); Department of Dermatology, Cleveland Veterans Affairs Medical Center (Dr Chren); The Office of Medical Education, Case Western Reserve University School of Medicine, Cleveland (Dr Wile); and Department of Dermatology, College of Physicians and Surgeons of Columbia University, New York, NY (Dr Bickers).

Arch Dermatol. 1996;132(8):946-952. doi:10.1001/archderm.1996.03890320094014

Background:  The explosion of medical knowledge, the influence of communications technology, and the pressures for health care reform challenge dermatologists to learn efficiently and teach effectively.

Observations:  The vast body of material on teaching and learning in the education literature contrasts sharply with the limited information on these topics in the dermatology literature. Gaining an understanding of these approaches to learning provides a foundation for the design of personal continuing medical education plans and lesson plans for students. Practical teaching skills are emphasized in this review.

Conclusions:  Learning and teaching skills can be improved through study. Successful teaching often produces positive feedback, which can lead to renewed enthusiasm for educating clinicians in the field of dermatology.Arch Dermatol. 1996;132:946-952