Keywords
Clinical teaching
Image-assisted diagnosis
Teaching effectiveness
Residents
Submitted : 2026-04-12
Accepted : 2026-04-27
Published : 2026-05-12
Abstract
Objective: This study aims to explore the application value of image-assisted diagnosis tools in the clinical teaching of common pediatric skin diseases, analyze their impact on teaching quality and the clinical competence of residents through a controlled group study, optimize the existing teaching model for pediatric skin diseases, and address the pain points of traditional teaching methods. Methods: Forty residents undergoing standardized training in pediatrics at our hospital from January 2024 to January 2026 were selected as the study subjects. They were randomly divided into an observation group and a control group using a random number table method, with 20 cases in each group. The control group continued with the traditional teaching model for pediatric skin diseases, while the observation group incorporated image-assisted diagnosis tools into synchronous auxiliary teaching based on traditional methods. After the teaching period, unified assessments were conducted to compare the diagnostic accuracy rates for disease types, time spent on independent analysis of single cases, scores for mastering core knowledge points, and teaching satisfaction between the two groups. Results: The diagnostic accuracy rate in the observation group was significantly higher than that in the control group (χ2 = 30.486, P < 0.001). The observation group spent significantly less time on single-case analysis, demonstrating higher analytical efficiency (t = 13.296, P < 0.001). The observation group also showed significantly better mastery of knowledge points compared to the control group (t = 7.892, P < 0.001). In terms of teaching satisfaction, the overall satisfaction in the observation group was significantly higher than that in the control group (χ2 = 7.23, P < 0.05). Conclusion: The application of image-assisted diagnosis in teaching common pediatric skin diseases can effectively enhance the diagnostic accuracy of residents, accelerate case analysis efficiency, strengthen knowledge point mastery, and achieve superior teaching effects compared to traditional models, making it suitable for promotion in pediatric clinical teaching.
References
Lai F, Xu J, Feng Y, 2025, Exploration of Blended Teaching and Curriculum Ideological and Political Practice in the Core Course of Pediatrics for Higher Vocational Clinical Majors. Industrial and Science Forum, 24(24): 131–134.
Tan Y, Qiao Y, Tang Y, et al., 2026, Research on the In-Class Course of Doctor-Patient Communication Based on the SEGUE Scale in the Ideological and Political Reform of the Pediatrics Course. Modern Medicine and Health, 42(02): 474–477.
Luo X, Wang L, Dong Q, et al., 2019, Application of Telemedicine Technology Based on Skin Imaging in the Teaching of Pediatric Dermatology. Medical Information, 32(02): 8–10.
Wang L, Sun J, 2025, Application of Virtual Simulation Technology Combined with the Modified SPLICE Teaching Method in Clinical Practical Teaching of Dermatology. Chinese Medical Education Technology, 39(01): 126–131.
Wang Z, Qiu H, Hu H, 2013, Exploration of the Cultivation of Scientific Research and Clinical Abilities in Postgraduate Students of Dermatology and Venereology. Continuing Medical Education, 27(08): 68–70.
Chen L, Sun K, Wu J, et al., 2025, Full-Stack Full-Spectrum: Exploration and Application of Artificial Intelligence in Medical Imaging. Journal of Image and Graphics, 30(06): 2187–2206.
Shi Y, Wu Z, Huang Z, et al., 2026, Innovative Research on Artificial Intelligence-Driven Teaching of Skin Pathology. International Journal of Geriatrics, 1–4.
Li Y, Jiang Z, Yu N, et al., 2023, Skin Diseases and Telemedicine. Dermatology Bulletin, 40(04): 444–453.
Liang Y, Ma L, 2017, Application of the Combination of Dermoscopy Technology and the PBL Teaching Model in the Clinical Teaching of Pediatric Dermatology. Continuing Medical Education, 31(11): 38–41.