View in EDS HTML Full Text PDF Full Text

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

Saved in:
Bibliographic Details
Title: Mitigating diagnostic performance bias in a skin‐tone balanced dermatology curriculum.
Authors: Hardin, Jori1 (AUTHOR), Mourad, Ahmed1 (AUTHOR), Desy, Janeve2 (AUTHOR), Paget, Mike3 (AUTHOR), Ma, Irene3 (AUTHOR), Traboulsi, Danya1 (AUTHOR), Johnson, Nicole A.4 (AUTHOR), Ali, Asma Amir1 (AUTHOR), Parsons, Laurie1 (AUTHOR), Harvey, Adrian5 (AUTHOR), Weeks, Sarah6 (AUTHOR), McLaughlin, Kevin7 (AUTHOR) kmclaugh@ucalgary.ca
Source: Clinical Teacher. Dec2023, Vol. 20 Issue 6, p1-8. 8p.
Subject Terms: *Medical students, Convenience sampling (Statistics), Dermatology, Podcasting, Delayed diagnosis
Abstract: Introduction: Individuals 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. Methodology: A 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. Results: Ninety‐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. Conclusions: SoC performance biases of medical students disappeared after CT in a skin tone‐balanced dermatology curriculum. [ABSTRACT FROM AUTHOR]
Copyright of Clinical Teacher is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: ehh
DbLabel: Education Research Complete
An: 173760078
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Mitigating diagnostic performance bias in a skin‐tone balanced dermatology curriculum.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Hardin%2C+Jori%22">Hardin, Jori</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Mourad%2C+Ahmed%22">Mourad, Ahmed</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Desy%2C+Janeve%22">Desy, Janeve</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Paget%2C+Mike%22">Paget, Mike</searchLink><relatesTo>3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Ma%2C+Irene%22">Ma, Irene</searchLink><relatesTo>3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Traboulsi%2C+Danya%22">Traboulsi, Danya</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Johnson%2C+Nicole+A%2E%22">Johnson, Nicole A.</searchLink><relatesTo>4</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Ali%2C+Asma+Amir%22">Ali, Asma Amir</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Parsons%2C+Laurie%22">Parsons, Laurie</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Harvey%2C+Adrian%22">Harvey, Adrian</searchLink><relatesTo>5</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Weeks%2C+Sarah%22">Weeks, Sarah</searchLink><relatesTo>6</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22McLaughlin%2C+Kevin%22">McLaughlin, Kevin</searchLink><relatesTo>7</relatesTo> (AUTHOR)<i> kmclaugh@ucalgary.ca</i>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Clinical+Teacher%22">Clinical Teacher</searchLink>. Dec2023, Vol. 20 Issue 6, p1-8. 8p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Medical+students%22">Medical students</searchLink><br /><searchLink fieldCode="DE" term="%22Convenience+sampling+%28Statistics%29%22">Convenience sampling (Statistics)</searchLink><br /><searchLink fieldCode="DE" term="%22Dermatology%22">Dermatology</searchLink><br /><searchLink fieldCode="DE" term="%22Podcasting%22">Podcasting</searchLink><br /><searchLink fieldCode="DE" term="%22Delayed+diagnosis%22">Delayed diagnosis</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Introduction: Individuals 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. Methodology: A 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. Results: Ninety‐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. Conclusions: SoC performance biases of medical students disappeared after CT in a skin tone‐balanced dermatology curriculum. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Clinical Teacher is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=173760078
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1111/tct.13613
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 8
        StartPage: 1
    Subjects:
      – SubjectFull: Medical students
        Type: general
      – SubjectFull: Convenience sampling (Statistics)
        Type: general
      – SubjectFull: Dermatology
        Type: general
      – SubjectFull: Podcasting
        Type: general
      – SubjectFull: Delayed diagnosis
        Type: general
    Titles:
      – TitleFull: Mitigating diagnostic performance bias in a skin‐tone balanced dermatology curriculum.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Hardin, Jori
      – PersonEntity:
          Name:
            NameFull: Mourad, Ahmed
      – PersonEntity:
          Name:
            NameFull: Desy, Janeve
      – PersonEntity:
          Name:
            NameFull: Paget, Mike
      – PersonEntity:
          Name:
            NameFull: Ma, Irene
      – PersonEntity:
          Name:
            NameFull: Traboulsi, Danya
      – PersonEntity:
          Name:
            NameFull: Johnson, Nicole A.
      – PersonEntity:
          Name:
            NameFull: Ali, Asma Amir
      – PersonEntity:
          Name:
            NameFull: Parsons, Laurie
      – PersonEntity:
          Name:
            NameFull: Harvey, Adrian
      – PersonEntity:
          Name:
            NameFull: Weeks, Sarah
      – PersonEntity:
          Name:
            NameFull: McLaughlin, Kevin
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 12
              Text: Dec2023
              Type: published
              Y: 2023
          Identifiers:
            – Type: issn-print
              Value: 17434971
          Numbering:
            – Type: volume
              Value: 20
            – Type: issue
              Value: 6
          Titles:
            – TitleFull: Clinical Teacher
              Type: main
ResultId 1