Tuğba TEHÇİ, Abdullah Fatih AÇIK, İlkay CAN, Murat DURDU
Çukurova Anestezi ve Cerrahi Bilimler Dergisi - 2026;9(3):1180-1188
Background: Dermatologic cytology is a rapid, inexpensive, and minimally invasive diagnostic method that can provide valuable information in the evaluation of various skin diseases. However, effective use of cytology requires appropriate training and repeated exposure to cytologic images. Online learning may provide a practical approach to dermatologic cytology education by facilitating continuous access to visual educational materials. Objective: This study aimed to evaluate the effect of a structured online dermatologic cytology training program on the knowledge levels of dermatology residents, specialists, and faculty members. Methods: This single-arm prospective educational intervention study included 46 participants who completed both pretest and posttest assessments. Participants underwent a three-month online dermatologic cytology training program consisting of three live sessions and the regular sharing of cytologic images, case examples, and written and visual educational materials. Knowledge was assessed before and after the intervention using the same 25-item multiple-choice test covering different dermatologic disease groups. Changes in performance were also evaluated according to sex, professional title, hospital type, age, and duration of dermatology experience. Results: Significant improvements were observed after training in the proportion of correct responses for erosive disorders (0.58 +/- 0.20 vs. 0.71 +/- 0.18; p < 0.001), tumoral disorders (0.68 +/- 0.28 vs. 0.83 +/- 0.20; p = 0.001), and granulomatous disorders (0.58 +/- 0.22 vs. 0.67 +/- 0.14; p = 0.010). Although performance for pustular disorders increased from 0.59 +/- 0.24 to 0.62 +/- 0.27, the difference was not statistically significant (p = 0.624). Changes in performance did not differ significantly according to sex, professional title, or hospital type. Age and duration of dermatology experience were not significantly associated with learning outcomes. Conclusion: A three-month structured online dermatologic cytology education program was associated with significant improvements in participants' knowledge, particularly in erosive, tumoral, and granulomatous disease groups. These findings suggest that structured online education incorporating repeated exposure to cytologic images and case-based materials may represent an accessible and useful educational approach for dermatologic cytology. Further controlled studies with larger samples and long-term follow-up are needed to confirm these findings.
