key: cord-0887704-qiwb9wf4 authors: Lipner, Shari R.; Shukla, Shweta; Stewart, Claire R.; Behbahani, Sara title: Reconceptualizing Dermatology Patient Care and Education During the COVID-19 Pandemic and Beyond date: 2021-10-28 journal: Int J Womens Dermatol DOI: 10.1016/j.ijwd.2021.10.010 sha: 219b32bacedbac2722bb4f65b178a7aa7e897de5 doc_id: 887704 cord_uid: qiwb9wf4 nan • The virtual didactic curriculum and telemedicine, propelled by the COVID-19 pandemic, have been helpful for continuity of dermatological education and patient care. • Live teaching sessions are essential for education of physicians who serve female patients and their families. • In-person visits are necessary for dermatological care of female patients and their families. What is new from this article as messages for women and their families? • Reconceptualizing dermatology curriculum and teaching would positively impact the education of physicians who serve female patients and their families. • Expanding dermatology patient care to non-traditional hours and days would be beneficial to female patients and their families. Dear Editors: The COVID-19 pandemic has transformed dermatology clinical practice and education. A multi-modal approach has been suggested to support clinical practice and medical education including virtual didactics, teledermatology, and self-directed learning using online platforms. [Muftiet al., 2020] Virtual platforms have been essential for continuity of patient care and medical student, resident, and attending education during the pandemic. [Cook and Steinert, 2013; Stewart and Lipner, 2020] As vaccination efforts continue, we suggest adjunctive and alternative approaches including revamping in-person clinical care, and standardizing didactics across residency programs with a blended/hybrid model, with long-lasting benefits even post-pandemic (Table 1) . While telemedicine has revolutionized delivery of patient care [Muftiet al., 2020] , live visits are necessary for diagnosis of some dermatologic conditions, full body skin examinations, and performing procedures. Vaccination efforts have increased in-person patient volume in some areas, but in other locations volume is still low due to COVID-19-induced limitations. [Comeret al., 2020] We suggest several solutions to increase live patient visit volume, for programs to evaluate and implement based in individual needs and resources. For example, where feasible, expanding clinic hours to early mornings/evenings/weekends would maximize patient volume and trainee educational opportunities. Expanding dermatology patient care to non-traditional hours and days could be beneficial to female patients and their families. Private practice dermatologists may provide additional opportunities for resident education, including cosmetics and procedures. While credentialling would take significant time and effort, expanding affiliations with nearby hospitals without dermatologists would provide residents more opportunities for direct patient contact. [Glazer and Rigel, 2017] Online learning options are beneficial in providing access to educational content to facilitate academic development without time/place constraints and allow for trainees to learn at their own pace. By recruiting dermatologists with expertise in niche fields (i.e. nails, dermoscopy, bullous diseases) and prerecording lectures, dermatology curriculums could be standardized across residency programs, compensating for deficiencies in programs without experts. Videos demonstrating techniques including nail matrix biopsies and marsupialization would be particularly helpful. A similar curriculum could be developed for medical students interested in dermatology. [Cook and Steinert, 2013] By prerecording lectures, dermatology faculty would have more time to hold discussion sections for smaller live trainee groups, which would provide the interactivity that is lacking from recorded sessions. [Cook and Steinert, 2013] Instead of multiple faculty members instructing all residents simultaneously in cadaver labs for procedural training, each attending could instruct smaller groups. If faculty member is limited, graduating residents, and those requiring specific procedural training due to career goals (nail biopsies, platelet-rich plasma for nail and hair specialists, respectively) could be prioritized for hands-on sessions. Moreover, trainings, journal clubs, and lectures could resume in smaller, in-person groups, to increase engagement, interest, and participation. [Cook and Steinert, 2013] Local dermatology societies could establish mentorship programs to facilitate attending/trainee interactions. The COVID-19 pandemic has provided an impetus for educators to rethink medical education and find innovative ways to deliver dermatological patient care and instruction. While virtual platforms may enhance academic dermatology needs in some ways, in-person interactions for patients, faculty, and trainees are vital for patient care and education. Our suggestions may support academic dermatology departments in crosscollaborating and sharing best practices to provide outstanding clinical care and enhancing dermatology education. Otolaryngology Education in the Setting of COVID-19: Current and Future Implications. Otolaryngology-Head and Neck Surgery Online learning for faculty development: a review of the literature Analysis of Trends in Geographic Distribution of US Dermatology Workforce Density Modifications to Dermatology Residency Education During the COVID-19 Pandemic Experiences of resident dermatologists during the COVID-19 pandemic: A cross-sectional survey