INTRODUCTION
The term “skin of color†generally refers to individuals from a broad group of racial and ethnic backgrounds including, but not limited to, Black, Asian, Latinx, American Indian, and Pacific Islander, as well as those of mixed race.1 According to the U.S. Census, the population will increase to comprise over 50% persons of color by the year 2042.2 However, the demographics of the physician workforce do not reflect these changing demographics. In one retrospective study of nearly 150,000 primary care physicians, only 13.4% self-identified as underrepresented in medicine.3 The field of dermatology lags even further behind primary care specialties in reflecting the changing U.S. population.4–6
While all physicians, and in particular dermatologists, should be confident in treating patients of color, data has demonstrated that dermatology residents have expressed a lack of formal education and confidence in treating this patient population.7–9 In order to address this identified knowledge gap, we created a week-long curriculum focusing exclusively on skin of color for dermatology residents at a Midwestern residency program. The purpose of this pilot study was to examine the effect of this curriculum on the perception of dermatology residents’ comfort level treating patients of color and to determine if this type of curriculum could be expanded to other dermatology residents.
While all physicians, and in particular dermatologists, should be confident in treating patients of color, data has demonstrated that dermatology residents have expressed a lack of formal education and confidence in treating this patient population.7–9 In order to address this identified knowledge gap, we created a week-long curriculum focusing exclusively on skin of color for dermatology residents at a Midwestern residency program. The purpose of this pilot study was to examine the effect of this curriculum on the perception of dermatology residents’ comfort level treating patients of color and to determine if this type of curriculum could be expanded to other dermatology residents.
MATERIALS AND METHODS
One-hour lecture sessions were implemented for dermatology residents at an urban academic medical center. Lectures contained information specific to the cultural and medical nuances of skin of color (Table 1).
The five lectures were held within a one-week time frame. Lecturers included two academic physicians with clinical and research focus on skin of color as well as one dermatology resident with an interest in skin of color. Lecture audience included thirteen dermatology residents, ranging from first-year to third-year residents. Each lecture had the same number of attendees. Topics for the lectures were chosen based on existing gaps in dermatology resident education as well as overall relevance to caring for patients of color (Table 1). Compensation was not provided to participants.
A pre-post design was implemented to collect information on learner satisfaction and knowledge gain. Pre-intervention,
The five lectures were held within a one-week time frame. Lecturers included two academic physicians with clinical and research focus on skin of color as well as one dermatology resident with an interest in skin of color. Lecture audience included thirteen dermatology residents, ranging from first-year to third-year residents. Each lecture had the same number of attendees. Topics for the lectures were chosen based on existing gaps in dermatology resident education as well as overall relevance to caring for patients of color (Table 1). Compensation was not provided to participants.
A pre-post design was implemented to collect information on learner satisfaction and knowledge gain. Pre-intervention,
