Impact of the New McGill Undergraduate Medical Curriculum on Medical Students' Diagnostic Accuracy of Common Dermatoses Encountered in Primary Care

Abstract

Background

The McGill Faculty of Medicine implemented a new undergraduate medical curriculum in 2013 with additional preclinical lectures in dermatology. At the time of writing, no Canadian prospective study has been published on undergraduate dermatology training in the context of a complete curricular renewal.

Objectives

Our study was designed to determine the impact of increasing preclinical teaching in dermatology on medical students’ diagnostic accuracy and learning retention of common dermatoses encountered in primary care.

Methods

A standardized questionnaire was administered to the Classes of 2015, 2016, 2017, and 2018 in 6 versions for a total of 6 times over their 4 years of training. Each version featured 10 photographs of common dermatoses encountered in primary care. Students were invited to participate anonymously and on a voluntary basis.

Results

A small absolute, but statistically significant difference, of 3% was detected in the fourth and final year of training between the old curriculum (average score = 70%, standard deviation = 15%) and the new curriculum (average score = 73%, standard deviation = 15%), P = .03. Furthermore, the Class of 2018’s performance improved year by year over the entire 4 years of the new curriculum.

Conclusions

Additional preclinical lectures in dermatology do improve medical students’ diagnostic accuracy of common dermatoses encountered in primary care. Furthermore, they do retain their learning throughout the preclinical and clerkship years.