A study of the relationship of three teaching methods in dermatology and the level of knowledge and problem-solving skills acquired



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The purpose of this study was to determine whether or not there was a significant difference in students' knowledge acquisition and their ability to solve problems in Dermatology when taught by three different methods of teaching: Clinical Teaching Method (CLTM), Case Teaching Method (CATM) , and Combined Method (CLTM + CATM) . The major hypothesis tested was: There will be significant differences in learning on the part of the students in the three Dermatology teaching methods. Two sub-hypotheses were constructed to determine the influence of the two dependent variables, (1) the level of knowledge and (2) capability for problem solving. The actual hypotheses used were:H1.1 The knowledge acquired will distinguish among the three teaching methods in Dermatology. H1.2 Te capability for problem solving will distinguish among the three teaching methods in Dermatology. The most important findings in the literature pertaining to the present study are discussed. A great number of authors present opinions in favor of or in opposition to the case method, but most are not supported by experimental studies. There are few experimental studies in the field of health sciences, and none in the field of Dermatology, that may determine how and to what degree the approach by cases is better than other strategies, which educational objectives it can best meet, and which approaches are the best in the use of cases. Although the studies of Sheafor, Franklin, and Newbie were successful with the case method, they measured dependent variables different from those covered in the present study. McIntyre and Tornyay did not find any significant results in their respective studies in problem solving ability using the case method technique. Nevertheless, Grover was successful in developing skills in problem solving in a Physiology course, in the same way that Barrows obtained good results in developing students1 skills in problem solving, using the Problem Box Method. [...]