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@ARTICLE{Schneider:181943,
      author       = {H. Schneider and C. Hübers$^*$ and J. Benecke and P.-S.
                      Reiners-Koch and M. Felcht$^*$},
      title        = {{A}ssessment of an e-learning platform for
                      dermatosurgery.[{B}eurteilung einer
                      {E}‑{L}earning-{P}lattform für {D}ermatochirurgie].},
      journal      = {Die Dermatologie},
      volume       = {73},
      number       = {12},
      issn         = {2731-7013},
      address      = {[Berlin]},
      publisher    = {Springer Medizin Verlag GmbH},
      reportid     = {DKFZ-2022-02313},
      pages        = {943-951},
      year         = {2022},
      note         = {Die Dermatologie (Dermatologie) = 2731-7013 / #LA:A190# /
                      2022 Dec;73(12):943-951},
      abstract     = {Dermatosurgical (DS) teaching is based on a combination of
                      reading/understanding textbooks and applying surgical
                      procedures (± supervision). Most textbooks are primarily
                      text-centered. The text is visually supported by
                      photos/sketches (S) and possibly videos (V). A learning goal
                      of this teaching should be that the learner is confident to
                      perform a procedure independently.We have developed an
                      online-based platform, the FlapFinder (FF;
                      www.skin-surgery.org ), which teaches the user DS in the
                      facial region primarily in the form of S + V. These are
                      supported by a short text (T) and bonus material (B). B
                      contains personal recommendations from the FF authors. A
                      SurveyMonkey® (Survey Monkey, San Mateo, CA, USA) analysis
                      should clarify how this is assessed by the user.In all, 62
                      participants completed the questionnaire in full. This was a
                      heterogeneous group (27 dermatologists vs. 35
                      non-dermatologists; 32 × clinic vs. 30 × non-clinic) with
                      different prior experience. The majority of users found that
                      the combination of T + S + V helped them to understand
                      (55/62; $88.7\%),$ remember (53/62, $85.5\%),$ and perform
                      the procedures independently (43/62; $69.3\%).$ While S + V
                      were most frequently used (22/62; $35.5\%$ and 27/62;
                      $43.6\%),$ users reported having benefited most from this
                      (20/62; $32.3\%$ and 24/62; $38.7\%),$ T + B were used less
                      (0/62, $0.0\%$ and 2/62; $3.2\%).$ Nevertheless, the
                      majority would not want to do without either S, V, T, or B
                      (49/62; $79\%).The$ combination of S + V + T + B is rated
                      positively by DS learners. S + V are rated as particularly
                      helpful. Future studies must clarify whether the learning
                      objective of the concrete practical performance of DS is
                      changed by e‑media.},
      keywords     = {Closure techniques (Other) / Dermato-oncology (Other) /
                      Multimedia learning (Other) / Reconstructive surgery (Other)
                      / Tumor excision (Other)},
      cin          = {A190},
      ddc          = {610},
      cid          = {I:(DE-He78)A190-20160331},
      pnm          = {311 - Zellbiologie und Tumorbiologie (POF4-311)},
      pid          = {G:(DE-HGF)POF4-311},
      typ          = {PUB:(DE-HGF)16},
      pubmed       = {pmid:36169683},
      doi          = {10.1007/s00105-022-05054-w},
      url          = {https://inrepo02.dkfz.de/record/181943},
}