Teledermatology and teledermatopathology as educational tools for international dermatology: a virtual grand rounds pilot curriculum

• DOI: 10.1111/ijd.14014
• Publication Date: 2018-04-25T05:45:48Z
• Authors: Howa Yeung; Michael R. Sargen; Kevin M. Luk; Elizabeth G. Berry; Emily A. Gurnee; Erin Heuring; Josette McMichael; Suephy C. Chen; Benjamin K. Stoff
• Keywords: Teledermatology; Graduate medical education; Global Health

Abstract Background Teledermatology may improve dermatologic care access in underserved areas and expand the clinical experience of dermatologists‐in‐training. The potential for teledermatology to supplement global health curricula dermatology residency education has not been explored. Methods An international virtual grand rounds ( VGR ) curriculum was created based on cases from Kabul, Afghanistan. learning objectives included understanding diagnosis management skin diseases unfamiliar resource‐limited settings highlighting socioeconomic, cross‐cultural, ethical issues. A 17‐item, Likert scale questionnaire used assess effectiveness curriculum, including specific Accreditation Council Graduate Medical Education ACGME competencies, as well interest teledermatology. Results survey completed by 85 118 attendees (72% response rate). Most respondents considered valuable their (mean 4.5 a 5‐point scale; standard deviation, 0.5), learned more about treatment (4.5; 0.6) US (4.1; 0.8), cultural, issues (4.6; 0.5). majority also reported being interested 0.8) would recommend colleague 0.6). Conclusion This pilot provided an innovative platform enhance undergraduate graduate medical dermatology. International be address multiple core competencies increase resident awareness sociocultural determinants health.