BACKGROUND: There is a lack of information regarding the dermatology learning needs of primary care physicians and residents. OBJECTIVE: To determine dermatologic topics that primary care physicians consider important and to determine primary care residents' ratings of the teaching adequacy of these topics in the undergraduate medical curriculum. METHODS: Primary care physicians and residents were surveyed regarding the importance and teaching adequacy of 17 dermatologic content areas. RESULTS: Ninety-two primary care physicians identified 13 dermatologic content areas important for their practices. Two hundred fifty-two primary care residents identified 8 adequately taught topics and 9 inadequately taught topics. LIMITATIONS: Internal medicine and family medicine physicians and residents from only 10 regions were surveyed. CONCLUSION: Seventeen content areas can be divided into 3 categories: dermatologic topics that are important and adequately taught, topics that are unimportant, and a group of important, yet inadequately taught content areas. This latter group should be further integrated into dermatology curricula at U.S. medical schools.
BACKGROUND: There is a lack of information regarding the dermatology learning needs of primary care physicians and residents. OBJECTIVE: To determine dermatologic topics that primary care physicians consider important and to determine primary care residents' ratings of the teaching adequacy of these topics in the undergraduate medical curriculum. METHODS: Primary care physicians and residents were surveyed regarding the importance and teaching adequacy of 17 dermatologic content areas. RESULTS: Ninety-two primary care physicians identified 13 dermatologic content areas important for their practices. Two hundred fifty-two primary care residents identified 8 adequately taught topics and 9 inadequately taught topics. LIMITATIONS: Internal medicine and family medicine physicians and residents from only 10 regions were surveyed. CONCLUSION: Seventeen content areas can be divided into 3 categories: dermatologic topics that are important and adequately taught, topics that are unimportant, and a group of important, yet inadequately taught content areas. This latter group should be further integrated into dermatology curricula at U.S. medical schools.
Authors: R Benjamin Aldridge; Dominik Glodzik; Lucia Ballerini; Robert B Fisher; Jonathan L Rees Journal: Acta Derm Venereol Date: 2011-05 Impact factor: 4.437
Authors: Sameerah Nawaz; Amanda Tapley; Andrew R Davey; Mieke L van Driel; Alison Fielding; Elizabeth G Holliday; Jean Ball; Irena Patsan; Alyse Berrigan; Simon Morgan; Neil A Spike; Kristen FitzGerald; Parker Magin Journal: Dermatol Pract Concept Date: 2021-05-20