The Essential Role of Dermatology Publications in Enhancing Professional Diversity, Equity, and Inclusion.

Dermatology publications have substantial untapped potential to improve patient care for all patients and communities. The leadership role of both editors and editorial boards of these journals, books, and digital media provides an important opportunity to support professional diversity, equity, and inclusion (DEI) plus democratization of knowledge.1 Multiple events in many countries in recent times have revealed the need to work harder at DEI to ensure a level playing field for all patients, clinicians, and researchers.

Eczematous Drug Eruptions.

Eczematous drug eruptions are a heterogenous group of skin reactions that resemble eczema both clinically and histologically. We reviewed the literature and cataloged the systemically administered medications that cause these eruptions, along with their characteristic clinical presentations. We identified three primary pathophysiologic etiologies: (1) cutaneous immunomodulation, (2) skin dehydration, and (3) delayed hypersensitivity. Notably, eczematous eruptions caused by altered immunity in the skin may be increasing in incidence as some responsible drugs, in particular biologic therapies (such as tumor necrosis factor-α and interleukin-17 inhibitors) and targeted cancer treatments (including immune checkpoint inhibitors and epidermal growth factor receptor inhibitors), become more commonly employed in clinical practice. Other notable causes of eczematous eruptions include antiviral agents for hepatitis C virus and cardiovascular medications in elderly individuals, and notable subtypes of eczematous reactions include systemic contact dermatitis and photoallergic reactions, which are also discussed. The diagnostic gold standard is drug rechallenge and most reactions may be treated effectively with emollients, topical corticosteroids, and oral antihistamines.

Considerations for the Selection and Use of Disinfectants Against SARS-CoV-2 in a Health Care Setting.

Proper disinfection using adequate disinfecting agents will be necessary for infection control strategies against coronavirus disease 2019 (COVID-19). However, limited guidance exists on effective surface disinfectants or best practices for their use against severe acute respiratory coronavirus 2. We outlined a process of fully characterizing over 350 products on the Environmental Protection Agency List N, including pH, method of delivery, indication for equipment sterilization, and purchase availability. We then developed a streamlined set of guidelines to help rapidly evaluate and select suitable disinfectants from List N, including practicality, efficacy, safety, and cost/availability. This resource guides the evaluation of ideal disinfectants amidst practical considerations posed by the COVID-19 pandemic.

Using art to improve visual diagnosis: a review.

BACKGROUND: Elective visual arts-based courses for trainees in the health professions may, amongst other things, help improve visual diagnostic skills. An emphasis on the careful observation of visual art and medical images and the co-teaching of such courses by both medical faculty members and local art educators seem to be particularly important elements for the successful implementation of such courses. LITERATURE REVIEW: At least 12 studies to date suggest that guided observation of visual art (e.g. paintings and photography) can enhance the quality and/or quantity of visual observations. More research is needed regarding optimal course structure and assessment, but existing evidence supports the development of visual arts-based coursework for health care trainees using strategies such as 'visual thinking skills' and engagement and processing in groups. TAKE-HOME MESSAGE: The arts or 'medical humanities' are increasingly used in the education of health professionals, and growing evidence exists that visual arts-based coursework, in particular, can enhance the observation skills of participants. Notably, the expertise and experience of trainees in specific disciplines are likely to influence specific learning goals and course structure in each context; however, unique arts-based teaching strategies (e.g. 'visual thinking skills') can be used across all settings. There is no more difficult art to acquire than the art of observation … William Osler, 19031.

Basal cell carcinoma of the vulva: a case report and systematic review of the literature.

The vulva is an unusual site for basal cell carcinoma (BCC). Vulvar BCC accounts for <1% of all BCCs and <5% of all vulvar malignancies. We report the case of an 83 year-old woman who presented with a 2-month history of a tender labial growth, with histopathology confirming nodular BCC. We conducted a systematic literature review of the characteristics of reported cases of vulvar BCCs. A comprehensive systematic review of articles indexed for MEDLINE and Embase yielded 96 reports describing 437 patients with 446 BCCs of the vulva. The mean age at presentation was 70 (range 20-100). Most women had no underlying vulvar disease. Approximately 60% of cases were of the nodular subtype. Treatment approach varied widely with over half of cases treated with wide local or local excision. Mohs micrographic surgery (MMS) for vulvar BCC was first reported in 1988 with seven total MMS cases reported. Twenty-three cases of recurrence have been reported; 21 of these cases after local excision but none following MMS. Vulvar BCC is a rarely reported cancer that affects older women predominantly. MMS represents a promising treatment for BCC in this anatomic location.

Teaching and Learning Tips 12: Peer observation of teaching.

Challenge: How can clinical teachers continually improve their teaching skills? In addition to student feedback, peer and expert opinion can also provide valuable formative and evaluative feedback to guide self-improvement efforts. Here, we discuss ways to structure peer observation of teaching in dermatological settings and offer tips on how to optimize the learning experience for both the educator and peer observer.

Teaching & Learning Tips 11: Teaching a procedure.

Challenge: Balancing patient-centered clinical care with learner-centered teaching in a clinical setting becomes particularly challenging when it comes to teaching procedures to trainees (e.g. biopsies, excisions, etc.). How can procedures be taught in a way that reinforces repetition and mastery without compromising patient safety, care, and comfort?

Teaching & Learning Tips 10: Interspecialty teaching through inpatient dermatology consults.

Medical students and residents often have little experience in placing or responding to dermatologic consults in the inpatient setting when they first begin training. Trainees often learn what and how to communicate through observation or trial and error. We propose that dermatologists can play an active role in facilitating interspecialty education and improving patient outcomes by teaching in a systematic fashion.

Teaching & Learning Tips 9: Case-based teaching with patients.

Challenge: "Case-based teaching" is a buzzword for engaging clinical teaching through cases, but how can it be implemented effectively in practice? We review popular case-based teaching methods (i.e., one-minute preceptor, SNAPPS, and the "Aunt Minnie method") for use during traditional one-on-one clinical preceptorships in the ambulatory dermatological setting.

Teaching & Learning Tips 8: Preparing to teach in ambulatory settings.

Challenge: Clinical teaching in dermatology largely occurs in the outpatient setting. Herein, we review common barriers to teaching in the ambulatory setting and discuss strategies preceptors can take to "teach on the run" during clinic sessions.

Teaching & Learning Tips 7: small-group discussion.

Challenge: The success of a small-group discussion depends in large part on the effectiveness of the facilitator or small-group tutor. How can a facilitator successfully manage diverse views and knowledge bases of participants while also contributing as a member of the group? Herein, we provide tips for managing small-group discussions that can be applied widely in dermatology didactics.

Teaching & Learning Tips 6: The flipped classroom.

Challenge: The "flipped classroom" is a pedagogical model in which instructional materials are delivered to learners outside of class, reserving class time for application of new principles with peers and instructors. Active learning has forever been an elusive ideal in medical education, but the flipped class model is relatively new to medical education. What is the evidence for the "flipped classroom," and how can these techniques be applied to the teaching of dermatology to trainees at all stages of their medical careers?

Teaching & Learning Tips 4: Motivation and emotion in learning.

Challenge: Trainees' motivational and emotional states can influence their learning and career decisions, but historically these "affective" learning factors have received little attention in medical education. In this "Tips" piece, we outline strategies to positively influence trainees' intrinsic motivation and emotion toward their training to ultimately enhance their overall learning experience.

Teaching & Learning Tips 3: Active learning strategies.

Challenge: It takes practice and thoughtful planning to inspire trainees to actively process new information instead of passively receive it. In fact, research suggests "active teaching" does not always lead to "active learning," so what are some general principles to encourage trainees to engage in active learning in any teaching context?