RESUMEN
Persistent Sweet syndrome in a patient with history of myelofibrosis thought to be in remission post-hematopoietic stem cell transplantation leads to diagnosis of molecular relapse of myelofibrosis.
Asunto(s)
Trasplante de Células Madre Hematopoyéticas , Mielofibrosis Primaria , Recurrencia , Síndrome de Sweet , Humanos , Mielofibrosis Primaria/terapia , Mielofibrosis Primaria/genética , Síndrome de Sweet/etiología , Síndrome de Sweet/patología , Masculino , Persona de Mediana EdadAsunto(s)
Inhibidores de Puntos de Control Inmunológico/efectos adversos , Inmunosupresores/uso terapéutico , Metotrexato/uso terapéutico , Penfigoide Ampolloso/inducido químicamente , Penfigoide Ampolloso/tratamiento farmacológico , Erupciones por Medicamentos/tratamiento farmacológico , Humanos , Estudios RetrospectivosAsunto(s)
Protocolos de Quimioterapia Combinada Antineoplásica/efectos adversos , Docetaxel/efectos adversos , Edema/inducido químicamente , Hiperpigmentación/inducido químicamente , Neoplasias Intestinales/tratamiento farmacológico , Esclerosis/inducido químicamente , Pigmentación de la Piel/efectos de los fármacos , Administración Cutánea , Calcitriol/administración & dosificación , Calcitriol/análogos & derivados , Fármacos Dermatológicos/administración & dosificación , Edema/diagnóstico , Edema/tratamiento farmacológico , Femenino , Humanos , Hiperpigmentación/diagnóstico , Hiperpigmentación/tratamiento farmacológico , Neoplasias Intestinales/patología , Extremidad Inferior , Persona de Mediana Edad , Pomadas , Esclerosis/diagnóstico , Esclerosis/tratamiento farmacológico , Resultado del TratamientoAsunto(s)
COVID-19/complicaciones , Tiempo de Internación/estadística & datos numéricos , Úlcera por Presión/epidemiología , Púrpura/sangre , Centros Médicos Académicos , Adulto , Anciano , Femenino , Hospitales Urbanos , Humanos , Incidencia , Intubación Intratraqueal/estadística & datos numéricos , Masculino , Persona de Mediana Edad , Úlcera por Presión/sangre , Úlcera por Presión/etiología , Posición Prona , Púrpura/virología , Estudios Retrospectivos , SARS-CoV-2RESUMEN
There are significant disparities in access to dermatologists in rural areas relative to urban areas. We examined the associations between demographic and medical school characteristics and entry into dermatology practice in urban versus rural counties. All dermatologists who graduated from U.S. allopathic or osteopathic medical schools in the 2020 Centers for Medicare & Medicaid Services Physician Compare Database were assessed. Dermatology practice locations were coded as metropolitan or non-metropolitan according to the Rural-Urban Continuum Codes. Of 10,076 dermatologists, 543 (5.4%) practiced in non-metropolitan counties. Male gender (odds ratio [OR] 1.48, 95% CI 1.23-1.77), public medical school attendance (OR 1.94, 95% CI 1.61-2.34), DO degree (OR 1.84, 95% CI 1.32-2.51), medical school location in a non-metropolitan county (OR 5.41, 95% CI 3.66-7.84), and medical school rural track program (OR 1.57, 95% CI 1.07-2.26) were associated with higher odds of non-metropolitan dermatology practice. Our findings highlight that male gender, graduation from a non-metropolitan or public medical school, DO degree, and rural tracks are associated with higher likelihood of non-metropolitan dermatology practice. These results can inform efforts within the field of dermatology to strengthen the rural dermatologist workforce and suggest that rural educational experiences during medical school may increase recruitment of rural dermatologists.
Asunto(s)
Selección de Profesión , Dermatólogos/provisión & distribución , Accesibilidad a los Servicios de Salud , Servicios de Salud Rural/estadística & datos numéricos , Facultades de Medicina , Servicios Urbanos de Salud/estadística & datos numéricos , Estudios Transversales , Dermatología/estadística & datos numéricos , Femenino , Fuerza Laboral en Salud , Humanos , Masculino , Estados UnidosAsunto(s)
Curriculum/estadística & datos numéricos , Dermatología/educación , Geriatría/educación , Internado y Residencia/métodos , Anciano , Dermatología/estadística & datos numéricos , Geriatría/organización & administración , Geriatría/estadística & datos numéricos , Humanos , Internado y Residencia/organización & administración , Internado y Residencia/estadística & datos numéricos , Ejecutivos Médicos/estadística & datos numéricos , Encuestas y Cuestionarios/estadística & datos numéricos , Estados UnidosRESUMEN
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.
Asunto(s)
Dermatología/educación , Grupo Paritario , Mejoramiento de la Calidad/organización & administración , Enseñanza/normas , Retroalimentación , Humanos , ObservaciónAsunto(s)
Bibliometría , Investigación Biomédica/estadística & datos numéricos , Selección de Profesión , Dermatología/estadística & datos numéricos , Práctica Privada/estadística & datos numéricos , Autoria , Escolaridad , Docentes Médicos/estadística & datos numéricos , Humanos , Masculino , Publicaciones Periódicas como Asunto , Estudios RetrospectivosRESUMEN
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?
Asunto(s)
Dermatología/educación , Educación Médica/métodos , Aprendizaje , Modelos Educacionales , Enseñanza , Humanos , Aprendizaje Basado en ProblemasRESUMEN
As the burdens of chronic disease rise in the United States, both undergraduate and graduate medical education must adapt to adequately equip future physicians with the skills to manage the increasingly complex health needs affecting the population. However, traditional models of undergraduate medical education (UME) have made focusing on chronic care education challenging. In this Invited Commentary, the authors advocate for strengthening UME based on five approaches to engage trainees in learning about chronic care across both the preclinical and clinical phases of their education: (1) introducing chronic care in the preclinical years; (2) prioritizing chronic care education across all specialties; (3) maximizing the fourth year of medical school through a chronic care focus; (4) creating chronic-disease-focused advanced clerkships; and (5) leveraging technology for education. These five approaches call for restructuring of both preclinical and clinical education to more comprehensively emphasize the skills and knowledge needed for trainees to manage chronic diseases. Such efforts will ensure that graduating medical students are well versed in the competencies needed to effectively care for patients with chronic conditions in advance of their transition to graduate medical education and clinical practice.