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3.  Evaluation of an interactive case simulation system in dermatology and venereology for medical students 
Most of the many computer resources used in clinical teaching of dermatology and venereology for medical undergraduates are information-oriented and focus mostly on finding a "correct" multiple-choice alternative or free-text answer. We wanted to create an interactive computer program, which facilitates not only factual recall but also clinical reasoning.
Through continuous interaction with students, a new computerised interactive case simulation system, NUDOV, was developed. It is based on authentic cases and contains images of real patients, actors and healthcare providers. The student selects a patient and proposes questions for medical history, examines the skin, and suggests investigations, diagnosis, differential diagnoses and further management. Feedback is given by comparing the user's own suggestions with those of a specialist. In addition, a log file of the student's actions is recorded. The program includes a large number of images, video clips and Internet links. It was evaluated with a student questionnaire and by randomising medical students to conventional teaching (n = 85) or conventional teaching plus NUDOV (n = 31) and comparing the results of the two groups in a final written examination.
The questionnaire showed that 90% of the NUDOV students stated that the program facilitated their learning to a large/very large extent, and 71% reported that extensive working with authentic computerised cases made it easier to understand and learn about diseases and their management. The layout, user-friendliness and feedback concept were judged as good/very good by 87%, 97%, and 100%, respectively. Log files revealed that the students, in general, worked with each case for 60–90 min. However, the intervention group did not score significantly better than the control group in the written examination.
We created a computerised case simulation program allowing students to manage patients in a non-linear format supporting the clinical reasoning process. The student gets feedback through comparison with a specialist, eliminating the need for external scoring or correction. The model also permits discussion of case processing, since all transactions are stored in a log file. The program was highly appreciated by the students, but did not significantly improve their performance in the written final examination.
PMCID: PMC1590009  PMID: 16907972
10.  Recruits for Venereology 
British Medical Journal  1970;2(5702):175-176.
PMCID: PMC1699986
11.  Recruits for Venereology 
British Medical Journal  1970;1(5699):816.
PMCID: PMC1699713
12.  Gaps in Venereology 
British Medical Journal  1971;3(5772):480.
PMCID: PMC1800397
15.  Venereology in Brief 
British Medical Journal  1972;4(5836):370.
PMCID: PMC1786548
16.  Recent Venereology 
British Medical Journal  1964;2(5402):174.
PMCID: PMC1816089
18.  Venereology 
PMCID: PMC1875660
20.  Recent Patterns in Venereology 
Canadian Medical Association Journal  1960;83(23):1218-1219.
PMCID: PMC1938981  PMID: 20326553
21.  Future of Venereology 
British Medical Journal  1945;2(4433):902.
PMCID: PMC2060625
22.  Venereology 
British Medical Journal  1946;1(4437):109.
PMCID: PMC2057878
24.  Venereology 
British Medical Journal  1966;2(5524):1250.
PMCID: PMC1944771

Results 1-25 (35041)