P045 Evaluating the outcome of evidenced-based educational design: the British College of Dermatology Foundation Masterclass in Dermatology

Abstract Nonspecialist resident doctors in the UK feel less confident in diagnosing and managing common dermatological conditions, despite these competencies being required in postgraduate practice (Rehman U, Sarwar MS, Abualnaja SY et al. Are foundation doctors equipped with skills necessary for assessment and referral of a patient presenting with suspected facial skin malignancy? Clin Exp Dermatol 2023; 48: 1328–32). Exacerbating this deficit is the tradition of providing economically efficient, lecture-based education despite evidence that active learning methods are more effective (Graffam, B. Active learning in medical education: strategies for beginning implementation. Med Teach 2007; 29: 38–42). The British College of Dermatology Undergraduate Working Group (UGWG) designed a one-day Masterclass underpinned by evidence-based educational theory for UK resident doctors, and evaluated the impact on self-reported confidence, knowledge and intention to change practice. The programme was mapped to national standards, namely the British Association of Dermatologists undergraduate dermatology and UK Foundation Programme curricula. Content was aligned to clinical reasoning to support diagnostic skill development, and adult learning theory to promote knowledge integration and retention. Information was delivered in formats relevant to the skill being acquired (knowledge through top-tips, short talks and multiple-choice questions, procedures through hands-on practice, diagnoses through cased-based discussion). Participants completed an anonymized mixed-method questionnaire using five-point Likert scales and open questions. Data collected included undergraduate dermatology education, course satisfaction, self-reported confidence and knowledge, relevance to practice and whether the Masterclass helped to identify skill gaps. Qualitative data were analysed using thematic analysis. Codes were generated based on similar meanings and grouped into themes. Between 2019 and 2023, 289 participants attended, with a response rate of 58.8% (170 of 289). Although 84.1% had received clinical dermatology undergraduate teaching, only 20.3% (33 of 159) felt this was adequate for current practice. Three-quarters (75.8%, 131 of 170) rated the overall quality of teaching in the Masterclass as ‘excellent’ and 73.8% (125 of 168) ‘strongly agreed’ the course met their educational objectives. The case-based approach, facilitation and small-group interaction were reported as most beneficial. Participants’ mean self-reported improvements in knowledge and confidence were 4.7/5 and 4.7/5, respectively. Mean self-reported relevance to clinical practice was 4.7/5. The class helped participants to recap fundamental dermatology knowledge and fill knowledge gaps regarding drug reactions, recognition and management of dermatological emergencies, and prescribing emollients. Principles that participants reported they would specifically implement in clinical practice included systematic examinations, thorough history taking, appropriate dermatology referrals and identifying high-risk lesions. In conclusion, the dermatology Masterclass utilizes active learning methods to improve resident doctors’ reported confidence and knowledge in core dermatological principles and provides key learning points to implement into future clinical practice.