کد مقاله کد نشریه سال انتشار مقاله انگلیسی نسخه تمام متن
3207666 1587574 2011 7 صفحه PDF دانلود رایگان
عنوان انگلیسی مقاله ISI
Dermatology education and the Internet: Traditional and cutting-edge resources
موضوعات مرتبط
علوم پزشکی و سلامت پزشکی و دندانپزشکی امراض پوستی
پیش نمایش صفحه اول مقاله
Dermatology education and the Internet: Traditional and cutting-edge resources
چکیده انگلیسی

BackgroundThe number and variety of dermatological medical resources available online has grown exponentially over the past decade. Internet-based resources allow for immediate and easy access to information for both medical education and reference purposes. Although clinicians continue to turn to the Internet for clinical information and still images, tech-savvy medical students are currently accessing a variety of exciting new resources, including discussion boards, wikis, streaming video, podcasts, journal clubs, online communities, and interactive diagnostic experiences to augment their medical education.ObjectiveThe objective of this study was to identify traditional and cutting-edge online dermatology resources.MethodsWe present a sampling of the top dermatology Internet resources, as assessed by a group of medical students in our university dermatology research lab. These resources were ranked by using a matrix derived from the Silberg Criteria, which assessed authorship, attribution, disclosure, currency, and content. Results indicate comparable ranking and approval of cutting-edge resources as traditional online sources. The ranked resources in each category are provided with URLs for readers’ use.ConclusionsThese cutting-edge online dermatology resources represent excellent sources for continuing education for students and clinicians alike. Resources such as these likely represent the future of medical education, as they allow for self-directed and supplementary education as well as remote access.

ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Journal of the American Academy of Dermatology - Volume 65, Issue 4, October 2011, Pages 836–842
نویسندگان
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