IMPACT OF EDUCATIONAL INTERVENTIONS ON THE CLINICAL PERFORMANCE OF PRIMARY CARE PHYSICIANS IN THE DIAGNOSIS OF SKIN CANCER: A NARRATIVE REVIEW

Abstract

Objective: To analyze, in light of the literature, how educational interventions in skin cancer influence the knowledge, diagnostic skills, and clinical practice of primary care physicians. Methods: This is a narrative literature review. The search was conducted in the MEDLINE, EMBASE, and Cochrane databases, using descriptors related to skin cancer, primary care, and medical education. Studies published between 2005 and 2019 that evaluated educational interventions aimed at primary care professionals were included. Results: Seven studies were selected to compose the final sample. The findings demonstrated that educational interventions promote consistent improvement in theoretical knowledge and, to a lesser extent, in clinical skills. Interactive and multifaceted strategies showed greater effectiveness compared to traditional methods. However, a dissociation was observed between increased knowledge and improved diagnostic performance in clinical practice. In addition, a tension was identified between diagnostic sensitivity and specificity, with increased detection of suspicious lesions frequently associated with a higher number of false positives. Interventions mediated by digital technologies have shown promise, expanding access, standardization, and interactivity in teaching. Conclusion: Educational interventions in skin cancer are effective in improving cognitive outcomes, but have a limited impact on transforming clinical practice. Strategies based on active methodologies, integration between theory and practice, and the use of digital technologies show greater potential. Gaps persist regarding the evaluation of final clinical outcomes, reinforcing the need for more robust and long-term studies.