Document Type
Article
Publication Date
10-2-2024
Abstract
The lack of diversity in medical education contributes to disparities in dermatologic health outcomes, particularly for patients of color. This study evaluates second-year medical students’ comfort in diagnosing conditions in skin of color (SOC) and explores strategies to improve their confidence. We hypothesize that a curriculum enriched with SOC representation will enhance diagnostic skills. Surveys from Fall 2020 and Fall 2022 showed increased student comfort in diagnosing SOC. Fall 2022 students, exposed to more diverse dermatologic photos, demonstrated greater confidence. These findings underscore the necessity of integrating SOC content into medical curricula to address healthcare disparities.
Keywords
curriculum, dermatology, education, skin of color
Language
English
Publication Title
Medical Science Educator
Funder
AAD-SID Research fellowship
Rights
© The Author(s) 2024. This is an Open Access work distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Barzallo, D., Ofori-Darko, A.A., Perez, A.M. et al. Diversifying Skin Tone Representation in Medical School Dermatology Curriculum. Med.Sci.Educ. 35, 37–41 (2025). https://doi.org/10.1007/s40670-024-02159-w
Manuscript Version
Final Publisher Version