Problem-Based Learning: A Case of Acral Melanoma

Introduction: Dermatology-focused problem-based learning cases are underrepresented in medical education despite the importance of skin cancer recognition across specialties. This project aimed to design, implement, and evaluate a melanoma-focused problem-based learning case for first-year medical students. Methods: We developed a problem-based learning case on acral melanoma with input from dermatologists, medical students, and problem-based learning course directors. The case was piloted, revised, and incorporated into the curriculum at the Spencer Fox Eccles School of Medicine. Evaluation included a postcase anonymous survey to assess changes in confidence via a retrospective pre/post survey. Most students (93.2%) felt that the case addressed health care disparities. Every respondent (100%) rated the complexity of the case as appropriate for their level of education and training, and 81.3% rated it superior to other problem-based learning cases in their curriculum. Discussion: This melanoma problem-based learning case improved self-reported learner confidence and knowledge while addressing health care disparities in dermatology. It is adaptable across institutions and highlights the importance of including dermatology cases early in training.