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Developing visual skills is an important, but challenging task for students in various medical fields. In dermatology, for example, learning to discriminate between benign and malignant skin lesions is crucial. We investigated how findings from the learning sciences, namely from research on interleaving and on problem-solving prior to instruction, may improve visual learning in skin lesion classification. Concretely, we compared four experimental groups learning from either mere passive tasks, passive tasks followed by active tasks, active tasks followed by passive tasks, or mere active tasks. We found that for difficult-to-classify skin lesions, interleaving passive tasks and active tasks lead to greater long-term performance improvement than blocking one of these task types. Additionally, we observed that active tasks prior to passive tasks, as in problem-solving prior to instruction learning designs, outperformed passive tasks prior to active tasks. Our findings will inform the development of an online learning tool for medical education.