DE06 Harnessing active in-depth learning for students and residents through a competitive card game: ‘Skin Stacks: Dermatology Therapeutics’

Abstract We reflected on feedback from medical students on how lecture-based teaching did not stimulate active learning or the characteristics of in-depth learning. We utilized a competitive two-player category-based card game (inspired by existing card games) as a pedagogical strategy to stimulate active learning and reflection on each type of dermatology treatment. We aimed to enhance medical student motivation and ownership of learning through this strategy. During phase 1 development, a range of 52 treatments used in dermatology were agreed on by consensus of the authors, including medical student and resident doctors. Categories for the card game include: Efficacy (score out of 10), Tolerability (score out of 10), Years in use (can date back to Bce), Cost (£ to £££££), Range of Use (score out of 10) and Overall stacks rating (score out of 10). A fact file, with images, summarizing useful information was used. A range of treatments were included, varying from potent topical corticosteroids, ultraviolet B phototherapy and methotrexate to rarer therapies such as thalidomide and ultraviolet A1. The notion that salt could be superior to a biologic based on the years of use in the card category received positive reception from students. During phases of card creation, students, residents and dermatologists had lively debates expressing their differences in their view of the individual ratings, for example the efficacy of hydrocortisone compared with nicotinamide. We also began to cross-reference and map the cards to relevant pages for further reading in various useful dermatology resources. Phase 2 involved dividing 20 volunteer year-2 medical students into groups of two, and two to three games were played. A Likert scale rating confidence in knowledge of the dermatology treatments before and after the game (score out of 10, with 10 = most confident) showed a mean pregame rating of 1 compared with a mean rating of 8 postgame. The card game feedback was very positive, including: ‘Excellent way to learn through repeatability’ and ‘fun and great way of learning. I learned a few completely new drugs’. The use of a card game is an engaging way to teach complex medical information. We developed a simple but effective learning tool that promotes interest in dermatology treatments promoting deeper active learning of dermatology therapies.