Quality of learning of elemental skin lesions obtained through two different didactic strategies

Abstract

Objective: To compare the learning of elemental skin lesions by two different strategies by undergraduate medical students. Methods: Two groups of volunteers were formed. One group was named group class and was composed of 21 students and the other group was called computer group and was composed of 25 students. Excluding those who reported previous knowledge about the subject, there were 20 students in the class group and 22 in the computer group. Both received the same basic morphology content of skin lesions, differing only that the class group attended a theoretical class on the subject and the computer group had access to a script in Powerpoint, accessed individually by the participants. At the end of the interventions, the two groups made the same evaluation and the results were analyzed statistically and compared. Results: There was no superiority of computer-based teaching in relation to traditional methods. This indicates the need for further research to further enhance the benefits that can be gained through computer learning. Conclusion: There was no statistically significant difference in the means obtained by the two groups in the evaluation, indicating that both methodologies were equally effective for the learning of elemental skin lesions.