TY - JOUR T1 - Use of e-learning in clinical clerkships: effects on acquisition of dermatological knowledge and learning processes AU - Fransen, F. AU - Martens, H. AU - Nagtzaam, I. AU - Heeneman, S. KW - e-learning KW - mixed methods KW - dermatology KW - learning theory KW - students’ perceptions KW - clinical phase KW - PY - 2018/01/17 Y1 - 2017/12/30 VL - 9 N1 - doi: 10.5116/ijme.5a47.8ab0 DO - 10.5116/ijme.5a47.8ab0 M3 - doi: 10.5116/ijme.5a47.8ab0 JO - Int J Med Educ SP - 11 EP - 17 PB - IJME SN - 2042-6372 UR - http://www.ijme.net/archive/9/e-learning-program-in-dermatology/ L1 - http://www.ijme.net/archive/9/e-learning-program-in-dermatology.pdf N2 - Objectives: To obtain a deeper understanding of how the e-learning program, Education in Dermatology (ED), affects the acquisition of dermatological knowledge and the underlying learning processes of medical students in their clinical phase. Methods: The study used a mixed method design with a convergent parallel collection of data. Medical students (n=62) from Maastricht University (The Netherlands) were randomized to either a conventional teaching group (control group n=30) or conventional teaching plus the e-learning program (application on smartphone) group (e-learning group n=32). Pre- and post-intervention knowledge test results were analysed using an independent t-test. Individual semi-structured interviews (n=9) were conducted and verbatim-transcribed recordings were analysed using King’s template analysis. Results: The e-learning program positively influenced students’ level of knowledge and their process of learning. A significant difference was found in the post-test scores for the control group (M=51.4, SD=6.43) and the e-learning group (M=73.09, SD=5.12); t(60)=-14.75, p<0.000). Interview data showed that the e-learning program stimulated students’ learning as the application promoted the identification and recognition of skin disorders, the use of references, creation of documents and sharing information with colleagues. Conclusions: This study demonstrated that use of the e-learning program led to a significant improvement in basic dermatological knowledge. The underlying learning processes indicated that e-learning programs in dermatology filled a vital gap in the understanding of clinical reasoning in dermatology. These results might be useful when developing (clinical) teaching formats with a special focus on visual disciplines.  ER -