ArticleAdvances in medical education and practice2026
Improving Representation and Knowledge of Dermatological Conditions in Skin of Colour in Undergraduate Dermatology Teaching: An Educational Intervention.
Article in Advances in medical education and practice, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Background: Nottingham University medical students undergo a two-week rotation in dermatology which incorporates teaching sessions, including didactic lecture presentations, tutorial seminars on skin cancers and acute dermatological conditions and patient simulations. Many studies highlight the need to improve skin of colour teaching in medical school curricula globally, as low representation can negatively affect physician knowledge throughout their career. Methods: Using a pre-post intervention study design, Nottingham University Hospitals NHS Trust (NUH) teaching materials were adapted by adding clinical images of dermatological conditions in skin of colour to existing teaching sessions (obtained from DermNetNZ). Four new learning objectives were set relating to skin of colour in four common skin conditions in the curriculum: acne, eczema, psoriasis and skin cancer. Teaching materials were added to cover this content, and knowledge acquisition was assessed before and after the dermatology rotation using a pre/post-attachment questionnaire. Data were analysed using descriptive analysis. Results: Ninety-nine medical students completed pre- and post-dermatology attachment questionnaires. Students' confidence in recognising skin conditions in patients with skin of colour improved, with 71% reporting confidence ≤5/10 pre-attachment and 74.7% reporting confidence >5/10 post-attachment. The post-attachment questionnaire showed that 97% of students identified increased risk of post-inflammatory hyperpigmentation and scarring in acne in skin of colour, 94.9% recognised psoriatic plaques differed in darker skin tones, 100% recognised erythema can be challenging to identify in eczema of darker skin tones, and 97% identified that melanoma is diagnosed later and is associated with poorer survival in patients with skin of colour. Conclusion: Adaptations to the NUH dermatology teaching materials demonstrate the feasibility and educational benefits of incorporating skin of colour content into existing undergraduate dermatology teaching. Data collection is ongoing to increase sample size and assess inclusivity. Results are preliminary and may be limited by methods used to assess knowledge gain and confidence.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.