RESUMO
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.
Assuntos
Transplante de Células-Tronco Hematopoéticas , Mielofibrose Primária , Recidiva , Síndrome de Sweet , Humanos , Mielofibrose Primária/terapia , Mielofibrose Primária/genética , Síndrome de Sweet/etiologia , Síndrome de Sweet/patologia , Masculino , Pessoa de Meia-IdadeAssuntos
Protocolos de Quimioterapia Combinada Antineoplásica/efeitos adversos , Docetaxel/efeitos adversos , Edema/induzido quimicamente , Hiperpigmentação/induzido quimicamente , Neoplasias Intestinais/tratamento farmacológico , Esclerose/induzido quimicamente , Pigmentação da Pele/efeitos dos fármacos , Administração Cutânea , Calcitriol/administração & dosagem , Calcitriol/análogos & derivados , Fármacos Dermatológicos/administração & dosagem , Edema/diagnóstico , Edema/tratamento farmacológico , Feminino , Humanos , Hiperpigmentação/diagnóstico , Hiperpigmentação/tratamento farmacológico , Neoplasias Intestinais/patologia , Extremidade Inferior , Pessoa de Meia-Idade , Pomadas , Esclerose/diagnóstico , Esclerose/tratamento farmacológico , Resultado do TratamentoAssuntos
COVID-19/complicações , Tempo de Internação/estatística & dados numéricos , Úlcera por Pressão/epidemiologia , Púrpura/sangue , Centros Médicos Acadêmicos , Adulto , Idoso , Feminino , Hospitais Urbanos , Humanos , Incidência , Intubação Intratraqueal/estatística & dados numéricos , Masculino , Pessoa de Meia-Idade , Úlcera por Pressão/sangue , Úlcera por Pressão/etiologia , Decúbito Ventral , Púrpura/virologia , Estudos Retrospectivos , SARS-CoV-2RESUMO
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.
Assuntos
Escolha da Profissão , Dermatologistas/provisão & distribuição , Acessibilidade aos Serviços de Saúde , Serviços de Saúde Rural/estatística & dados numéricos , Faculdades de Medicina , Serviços Urbanos de Saúde/estatística & dados numéricos , Estudos Transversais , Dermatologia/estatística & dados numéricos , Feminino , Mão de Obra em Saúde , Humanos , Masculino , Estados UnidosAssuntos
Currículo/estatística & dados numéricos , Dermatologia/educação , Geriatria/educação , Internato e Residência/métodos , Idoso , Dermatologia/estatística & dados numéricos , Geriatria/organização & administração , Geriatria/estatística & dados numéricos , Humanos , Internato e Residência/organização & administração , Internato e Residência/estatística & dados numéricos , Diretores Médicos/estatística & dados numéricos , Inquéritos e Questionários/estatística & dados numéricos , Estados UnidosRESUMO
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.
Assuntos
Dermatologia/educação , Grupo Associado , Melhoria de Qualidade/organização & administração , Ensino/normas , Retroalimentação , Humanos , ObservaçãoAssuntos
Bibliometria , Pesquisa Biomédica/estatística & dados numéricos , Escolha da Profissão , Dermatologia/estatística & dados numéricos , Prática Privada/estatística & dados numéricos , Autoria , Escolaridade , Docentes de Medicina/estatística & dados numéricos , Humanos , Masculino , Publicações Periódicas como Assunto , Estudos RetrospectivosRESUMO
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?
Assuntos
Dermatologia/educação , Educação Médica/métodos , Aprendizagem , Modelos Educacionais , Ensino , Humanos , Aprendizagem Baseada em ProblemasRESUMO
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.