FLASHCARDS IN TEACHING THE DIFFERENTIAL DIAGNOSIS OF EXANTHEMATOUS DISEASES IN PEDIATRICS

Abstract

Introduction: Childhood exanthematous diseases pose a frequent challenge in pediatric practice due to the similarity of their clinical manifestations, requiring sound diagnostic reasoning to differentiate between the various etiologies. In this context, flashcards stand out as an active learning tool capable of fostering active recall, spaced repetition, and the development of clinical reasoning. Objective: To develop and validate a flashcard-based educational tool for teaching the differential diagnosis of childhood exanthematous diseases. Methods: A methodological study employing both quantitative and qualitative approaches was conducted, involving the content validation and design of the flashcards by 15 pediatric specialists. Evaluation was performed using a four-point Likert scale, calculating the Content Validity Index (CVI) and the modified Kappa coefficient. Results: The flashcards performed excellently across the evaluated criteria, achieving an overall CVI of 0.989 and an overall modified Kappa of 0.989. All analyzed domains showed high levels of agreement among the specialists, demonstrating suitability regarding objectives, structure, relevance, and the scientific rigor of the information. Discussion: The tool proved to be suitable, relevant, and scientifically reliable, reinforcing the potential of flashcards as an active learning strategy that supports the development of clinical reasoning in medical education. Conclusion: The flashcards were successfully validated and demonstrated significant potential to contribute to teaching the differential diagnosis of childhood exanthematous diseases, representing a reliable educational tool applicable to the context of medical education.