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<p>In dermatology education, images of skin diseases are predominantly depicted on lighter skin types. Physicians are thus less likely to recognize skin diseases on darker skin types, which can delay treatment. For this reason, a&#xa0;seminar was developed and implemented at Hannover Medical School that addresses skin diseases on darker skin types and racism-critical teaching. Teachers from the Department of Dermatology and the Teaching Research Department developed an 8‑hour blended learning concept for a&#xa0;seminar in collaboration with students. The seminar was offered as part of the science module. A&#xa0;before-and-after survey was used to record change in competencies based on the learning objectives. The aim of the seminar was to combine a&#xa0;critical examination of racism in medicine with the diagnostic training of skin diseases on darker skin types. Diagnostic practice on skin types IV–VI was embedded within background content on anti-racist teaching and decolonization. The seminar was held 5&#xa0;times with a&#xa0;total of 92&#xa0;students. There was a&#xa0;significant increase in competence in the areas of dermatology, text work, and decolonization. In the domain of discrimination and reflection, the participants already expressed high scores before the seminar, so there was only a&#xa0;small increase here. Overall, the seminar led to significant learning gains by linking specific dermatological issues and sociological backgrounds. Racism-critical education should be implemented longitudinally in several subjects.</p>

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Hauterkrankungen auf nicht-weißer Haut

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年7月28日

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  • Marie Mikuteit,
  • Naomi Karmann,
  • Merve Kocyigit,
  • Daliah Mbang Springer,
  • Volker Paulmann,
  • Imke von Wasielewski,
  • Sandra Steffens

摘要

In dermatology education, images of skin diseases are predominantly depicted on lighter skin types. Physicians are thus less likely to recognize skin diseases on darker skin types, which can delay treatment. For this reason, a seminar was developed and implemented at Hannover Medical School that addresses skin diseases on darker skin types and racism-critical teaching. Teachers from the Department of Dermatology and the Teaching Research Department developed an 8‑hour blended learning concept for a seminar in collaboration with students. The seminar was offered as part of the science module. A before-and-after survey was used to record change in competencies based on the learning objectives. The aim of the seminar was to combine a critical examination of racism in medicine with the diagnostic training of skin diseases on darker skin types. Diagnostic practice on skin types IV–VI was embedded within background content on anti-racist teaching and decolonization. The seminar was held 5 times with a total of 92 students. There was a significant increase in competence in the areas of dermatology, text work, and decolonization. In the domain of discrimination and reflection, the participants already expressed high scores before the seminar, so there was only a small increase here. Overall, the seminar led to significant learning gains by linking specific dermatological issues and sociological backgrounds. Racism-critical education should be implemented longitudinally in several subjects.