This commentary addresses the increasingly competitive nature of applying to dermatology residency programs and how both interest groups in medical schools and their dermatology departments can help to better prepare applicants. As previous literature argued that dermatology has been underemphasized in medical school curricula, we propose five fundamental options that interest groups can implement in order to offer increased exposure to our field in medical training. Furthermore, with the recent trend of many schools conferring certificates in various specialized concentrations, we also discuss interest groups pioneering certificate-granting programs in dermatology competency. The pros and cons of having a recognized certificate program in dermatology are presented. © 2017, Dermatology Online Journal. All rights reserved

Keller, Matthew

Korta, Dorota Z.

Wang, Jordan

English

This commentary addresses the increasingly competitive nature of applying to dermatology residency programs and how both interest groups in medical schools and their dermatology departments can help to better prepare applicants. As previous literature argued that dermatology has been underemphasized in medical school curricula, we propose five fundamental options that interest groups can implement in order to offer increased exposure to our field in medical training. Furthermore, with therecent trend of many schools conferring certificates in various specialized concentrations, we also discuss interest groups pioneering certificate-grantingprograms in dermatology competency. The pros and cons of having a recognized certificate program in dermatology are presented

Wang, Jordan V

Korta, Dorota Z

eScholarship - University of California

UC DavisDermatology Online JournalTitleModernizing dermatology interest groups in medical school: Certificate programsPermalinkhttps://escholarship.org/uc/item/9mp64547JournalDermatology Online Journal, 23(11)AuthorsWang, Jordan VKorta, Dorota ZKeller, MatthewPublication Date2017DOI10.5070/D32311037248Copyright InformationCopyright 2017 by the author(s).This work is made available under the terms of a Creative Commons Attribution-NonCommercial-NoDerivatives License, available at https://creativecommons.org/licenses/by-nc-nd/4.0/eScholarship.org Powered by the California Digital LibraryUniversity of CaliforniaVolume 23 Number 11 | November 2017 DOJ 23 (11): 9- 1 - Dermatology Online Journal  ||  CommentaryJordan V Wang1 MD MBE, Dorota Z Korta2 MD PhD, Matthew Keller1 MDAffiliations: 1Department of Dermatology and Cutaneous Biology, Thomas Jefferson University, Philadelphia, Pennsylvania, 2Department of Dermatology, University of California, Irvine, CaliforniaCorresponding Author: Jordan V Wang MD, MBE, Department of Dermatology and Cutaneous Biology, Thomas Jefferson University Hospital, 833 Chestnut Street, Suite 740, Philadelphia, PA, 19107, Email: jordan.wang@jefferson.eduModernizing dermatology interest groups in medical school: Certificate programsKeywords: educational activities, medical education, medical residency, dermatology, interest groupsSuccessfully matching into dermatology residency grows more challenging each year. Since 2005, data has evidenced a trend towards increasing board scores for matched applicants, as well as a substantial rise in their number of research experiences, presentations, and publications [1-3]. Owing to the increasingly competitive climate, interest groups within medical school serve an essential role in preparing the next generation for a successful residency match. However, they remain completely non-standardized and their benefits vary tremendously between institutions. Because of this, there is significant value in discussing the ongoing role of interest groups, including how they could be structured in order to maximize value to students.Previous literature has argued that dermatology is underemphasized in medical school curricula [4, 5]. This lack of exposure often makes it difficult for students to seriously consider pursuing dermatology exposure early on in medical training, which is becoming more important for a successful match. Fortunately, dermatology interest groups can help to bridge this gap. Specifically, five strategies can be readily implemented by interest groups. First, lunchtime lectures can be organized to introduce and educate students on general topics pertinent to the field. Second, clinical seminars that include patient viewing can supplement and reinforce these lessons in an instructive clinical setting. Third, journal club meetings can offer students opportunities to practice presentation skills through the use of high impact articles, while concurrently instilling a foundational appreciation for research. Fourth, the assignment of online clinical modules, such as those made available by the American Academy of Dermatology, can familiarize students with cases frequently encountered in everyday practice. This has been shown to improve the knowledge, skills, and confidence of students in managing common conditions even when faced with reduced clinical time [6]. Fifth, ongoing bioethics training can provide the analytical tools necessary to resolve ethical dilemmas inherent to dermatology. This option is particularly salient considering the recent rise in awareness of dermatology ethics--coined dermatoethics--and the implementation of an associated curriculum for AbstractThis commentary addresses the increasingly competitive nature of applying to dermatology residency programs and how both interest groups in medical schools and their dermatology departments can help to better prepare applicants. As previous literature argued that dermatology has been underemphasized in medical school curricula, we propose five fundamental options that interest groups can implement in order to offer increased exposure to our field in medical training. Furthermore, with the recent trend of many schools conferring certificates in various specialized concentrations, we also discuss interest groups pioneering certificate-granting programs in dermatology competency. The pros and cons of having a recognized certificate program in dermatology are presented.Volume 23 Number 11 | November 2017 DOJ 23 (11): 9- 2 - Dermatology Online Journal  ||  Commentaryresidents in training [7].In order to promote student involvement and better prepare applicants, interest groups may consider pioneering certificate-granting programs in dermatology competency, which could ultimately be recognized by their dermatology departments. This proposition is based on the recent trend of many schools beginning to confer certificates in various specialized concentrations, although none thus far have been associated with dermatology. Interest groups could work in partnership with dermatology departments to determine necessary qualifications, which may include participation in a predetermined number of the above-mentioned activities, a research elective, and a rotation in dermatology. If several interest groups choose to adopt this program, then requirements could be coordinated across participating institutions. If so, it may help residency selection committees identify ambitious applicants who have exhibited early dedication to dermatology.There are several drawbacks and potential downsides to having a certificate program. Its implementation would ideally require participation by dermatology departments, which could prove to be a barrier to implementation. Additionally, students attending medical schools without home dermatology departments would be at a significant disadvantage. A certificate may also serve to further bias the selection process away from qualified applicants who happened to have selected dermatology later on in their medical training. This would additionally increase the pressure for students to choose dermatology earlier. It may also provide applicants with one more hoop to jump through if residency committees consider this in their selection process. In considering the adoption of a certificate-granting program, a thorough and balanced analysis is necessary.References1. National Resident Matching Program. Charting outcomes in the match, 2005. http://www.nrmp.org/wp-content/uploads/2013/08/matchoutcomes2006.pdf. Accessed March 1, 2016.2. National Resident Matching Program. Charting outcomes in the match, 2009. http://www.nrmp.org/wp-content/uploads/2013/08/chartingoutcomes2009v3.pdf. Accessed March 1, 2016.3. National Resident Matching Program. Charting outcomes in the match, 2014. http://www.nrmp.org/wp-content/uploads/2014/09/Charting-Outcomes-2014-Final.pdf. Accessed March 1, 2016.4. Hansra NK, O’Sullivan P, Chen CL, et al. Medical school dermatology curriculum: are we adequately preparing primary care physicians? J Am Acad Dermatol. 2009;61:23-9. [PMID: 19409656].5. McCleskey PE, Gilson RT, DeVillez RL. Medical student core curriculum in dermatology survey. J Am Acad Dermatol. 2009;61:30-5. [PMID: 19410336].6. Singh DG, Boudville N, Corderoy R, et al. Impact on the dermatology educational experience of medical students with the introduction of online teaching support modules to help address the reduction in clinical teaching. Australas J Dermatol. 2011;52:264-9. [PMID: 22070700].7. Bercovitch L, Long TP. Dermatoethics: a curriculum in bioethics and professionalism for dermatology residents at Brown Medical School. J Am Acad Dermatol. 2007;56:679-82. [PMID: 17367619].

Modernizing dermatology interest groups in medical school: Certificate programs

Jefferson Digital Commons

Thomas Jefferson UniversityJefferson Digital CommonsDepartment of Dermatology and CutaneousBiology Faculty PapersDepartment of Dermatology and CutaneousBiology11-2017Modernizing dermatology interest groups inmedical school: Certificate programsJordan WangThomas Jefferson University, jordan.wang@jefferson.eduDorota Z. KortaUniversity of California, IrvineMatthew KellerThomas Jefferson University, matthew.keller@jefferson.eduLet us know how access to this document benefits youFollow this and additional works at: https://jdc.jefferson.edu/dcbfpPart of the Dermatology CommonsThis Article is brought to you for free and open access by the Jefferson Digital Commons. The Jefferson Digital Commons is a service of ThomasJefferson University's Center for Teaching and Learning (CTL). The Commons is a showcase for Jefferson books and journals, peer-reviewed scholarlypublications, unique historical collections from the University archives, and teaching tools. The Jefferson Digital Commons allows researchers andinterested readers anywhere in the world to learn about and keep up to date with Jefferson scholarship. This article has been accepted for inclusion inDepartment of Dermatology and Cutaneous Biology Faculty Papers by an authorized administrator of the Jefferson Digital Commons. For moreinformation, please contact: JeffersonDigitalCommons@jefferson.edu.Recommended CitationWang, Jordan; Korta, Dorota Z.; and Keller, Matthew, "Modernizing dermatology interest groups inmedical school: Certificate programs" (2017). Department of Dermatology and Cutaneous BiologyFaculty Papers. Paper 84.https://jdc.jefferson.edu/dcbfp/84UC DavisDermatology Online JournalTitleModernizing dermatology interest groups in medical school: Certificate programsPermalinkhttps://escholarship.org/uc/item/9mp64547JournalDermatology Online Journal, 23(11)AuthorsWang, Jordan VKorta, Dorota ZKeller, MatthewPublication Date2017-01-01LicenseCC BY-NC-ND 4.0eScholarship.org Powered by the California Digital LibraryUniversity of CaliforniaVolume 23 Number 11 | November 2017 DOJ 23 (11): 9- 1 - Dermatology Online Journal  ||  CommentaryJordan V Wang1 MD MBE, Dorota Z Korta2 MD PhD, Matthew Keller1 MDAffiliations: 1Department of Dermatology and Cutaneous Biology, Thomas Jefferson University, Philadelphia, Pennsylvania, 2Department of Dermatology, University of California, Irvine, CaliforniaCorresponding Author: Jordan V Wang MD, MBE, Department of Dermatology and Cutaneous Biology, Thomas Jefferson University Hospital, 833 Chestnut Street, Suite 740, Philadelphia, PA, 19107, Email: jordan.wang@jefferson.eduModernizing dermatology interest groups in medical school: Certificate programsKeywords: educational activities, medical education, medical residency, dermatology, interest groupsSuccessfully matching into dermatology residency grows more challenging each year. Since 2005, data has evidenced a trend towards increasing board scores for matched applicants, as well as a substantial rise in their number of research experiences, presentations, and publications [1-3]. Owing to the increasingly competitive climate, interest groups within medical school serve an essential role in preparing the next generation for a successful residency match. However, they remain completely non-standardized and their benefits vary tremendously between institutions. Because of this, there is significant value in discussing the ongoing role of interest groups, including how they could be structured in order to maximize value to students.Previous literature has argued that dermatology is underemphasized in medical school curricula [4, 5]. This lack of exposure often makes it difficult for students to seriously consider pursuing dermatology exposure early on in medical training, which is becoming more important for a successful match. Fortunately, dermatology interest groups can help to bridge this gap. Specifically, five strategies can be readily implemented by interest groups. First, lunchtime lectures can be organized to introduce and educate students on general topics pertinent to the field. Second, clinical seminars that include patient viewing can supplement and reinforce these lessons in an instructive clinical setting. Third, journal club meetings can offer students opportunities to practice presentation skills through the use of high impact articles, while concurrently instilling a foundational appreciation for research. Fourth, the assignment of online clinical modules, such as those made available by the American Academy of Dermatology, can familiarize students with cases frequently encountered in everyday practice. This has been shown to improve the knowledge, skills, and confidence of students in managing common conditions even when faced with reduced clinical time [6]. Fifth, ongoing bioethics training can provide the analytical tools necessary to resolve ethical dilemmas inherent to dermatology. This option is particularly salient considering the recent rise in awareness of dermatology ethics--coined dermatoethics--and the implementation of an associated curriculum for AbstractThis commentary addresses the increasingly competitive nature of applying to dermatology residency programs and how both interest groups in medical schools and their dermatology departments can help to better prepare applicants. As previous literature argued that dermatology has been underemphasized in medical school curricula, we propose five fundamental options that interest groups can implement in order to offer increased exposure to our field in medical training. Furthermore, with the recent trend of many schools conferring certificates in various specialized concentrations, we also discuss interest groups pioneering certificate-granting programs in dermatology competency. The pros and cons of having a recognized certificate program in dermatology are presented.Volume 23 Number 11 | November 2017 DOJ 23 (11): 9- 2 - Dermatology Online Journal  ||  Commentaryresidents in training [7].In order to promote student involvement and better prepare applicants, interest groups may consider pioneering certificate-granting programs in dermatology competency, which could ultimately be recognized by their dermatology departments. This proposition is based on the recent trend of many schools beginning to confer certificates in various specialized concentrations, although none thus far have been associated with dermatology. Interest groups could work in partnership with dermatology departments to determine necessary qualifications, which may include participation in a predetermined number of the above-mentioned activities, a research elective, and a rotation in dermatology. If several interest groups choose to adopt this program, then requirements could be coordinated across participating institutions. If so, it may help residency selection committees identify ambitious applicants who have exhibited early dedication to dermatology.There are several drawbacks and potential downsides to having a certificate program. Its implementation would ideally require participation by dermatology departments, which could prove to be a barrier to implementation. Additionally, students attending medical schools without home dermatology departments would be at a significant disadvantage. A certificate may also serve to further bias the selection process away from qualified applicants who happened to have selected dermatology later on in their medical training. This would additionally increase the pressure for students to choose dermatology earlier. It may also provide applicants with one more hoop to jump through if residency committees consider this in their selection process. In considering the adoption of a certificate-granting program, a thorough and balanced analysis is necessary.References1. National Resident Matching Program. Charting outcomes in the match, 2005. http://www.nrmp.org/wp-content/uploads/2013/08/matchoutcomes2006.pdf. Accessed March 1, 2016.2. National Resident Matching Program. Charting outcomes in the match, 2009. http://www.nrmp.org/wp-content/uploads/2013/08/chartingoutcomes2009v3.pdf. Accessed March 1, 2016.3. National Resident Matching Program. Charting outcomes in the match, 2014. http://www.nrmp.org/wp-content/uploads/2014/09/Charting-Outcomes-2014-Final.pdf. Accessed March 1, 2016.4. Hansra NK, O’Sullivan P, Chen CL, et al. Medical school dermatology curriculum: are we adequately preparing primary care physicians? J Am Acad Dermatol. 2009;61:23-9. [PMID: 19409656].5. McCleskey PE, Gilson RT, DeVillez RL. Medical student core curriculum in dermatology survey. J Am Acad Dermatol. 2009;61:30-5. [PMID: 19410336].6. Singh DG, Boudville N, Corderoy R, et al. Impact on the dermatology educational experience of medical students with the introduction of online teaching support modules to help address the reduction in clinical teaching. Australas J Dermatol. 2011;52:264-9. [PMID: 22070700].7. Bercovitch L, Long TP. Dermatoethics: a curriculum in bioethics and professionalism for dermatology residents at Brown Medical School. J Am Acad Dermatol. 2007;56:679-82. [PMID: 17367619].

https://jdc.jefferson.edu/cgi/viewcontent.cgi?article=1086&amp;context=dcbfp

Modernizing dermatology interest groups in medical school: Certificate programs

Abstract

Similar works

Full text

Available Versions

eScholarship - University of California

Jefferson Digital Commons