Mitigating diagnostic performance bias in a skin‐tone balanced dermatology curriculum

Abstract

AbstractIntroductionIndividuals with skin of colour (SoC) have delayed diagnosis and poorer outcomes when presenting with some dermatologic conditions when compared to individuals with light skin (LS). The objective of this study was to determine if diagnostic performance bias can be mitigated by a skin‐tone balanced dermatology curriculum.MethodologyA prospective randomised intervention study occurred over 2 weeks in 2020 at a Canadian medical school. A convenience sample of all first‐year medical students (n = 167) was chosen. In week 1, all participants had access to dermatology podcasts and were randomly allocated to receive non‐analytic training (NAT; online patient ‘cards’) on either SoC cases or LS cases. In week 2, all participants received combined training (CT; NAT and analytic training through workshops on how to apply dermatology diagnostic rules for all skin tones). Participating students completed two formative assessments after weeks 1 and 2.ResultsNinety‐two students participated in the study. After week 1, both groups had a lower diagnostic performance on SoC (p = 0.0002 and p = 0.002 for students who trained on LS ‘cards’ and SoC ‘cards’, respectively). There was a significant decrease in mean skin tone difference in both groups after week 2 (initial training on SoC: 5.8% (SD 12.2) pre, −1.4% (14.7) post, p = 0.007; initial training on LS: 7.8% (15.4) pre, −4.0% (11.8%) post, p = 0.0001). Five students participated in a post‐study survey in 2023, and all found the curriculum enhanced their diagnostic skills in SoC.ConclusionsSoC performance biases of medical students disappeared after CT in a skin tone‐balanced dermatology curriculum.