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Visual Learning Equity Initiative Enhances Preclinical Dermatologic Image Representation: A Cross-Sectional Study.

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Summary

This summary is machine-generated.

Medical education images underrepresent darker skin tones, potentially delaying diagnoses and worsening health inequities. A student initiative successfully increased darker skin tone representation, improving visual learning equity (VLE) in medical training.

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Area of Science:

Medical Education
Dermatology
Health Equity

Background:

Medical conditions manifest differently across diverse skin tones.
Current medical education curricula often lack sufficient visual representation of conditions in darker skin tones.
This disparity can lead to diagnostic delays and perpetuate health inequities.

Purpose of the Study:

To analyze the representation of skin tones in preclinical medical images at Georgetown University School of Medicine (GUSOM).
To evaluate the impact of a student-led initiative aimed at achieving visual learning equity (VLE).

Main Methods:

Quantitative analysis of 1050 preclinical images from GUSOM.
Categorization of images based on skin tone (light/white, medium/brown, dark/black) and condition type.
Comparison of image representation before and after a student-led VLE initiative.

Main Results:

Preclinical images predominantly featured lighter skin tones (58.2%), with medium/brown at 31.3% and dark/black at 10.5%.
Infectious diseases were more frequently depicted in darker skin tones when presented first.
A significant increase in darker skin tone representation was observed in the 2022 Infectious Disease course compared to 2020 (P<.001).

Conclusions:

The GUSOM preclinical curriculum underrepresents conditions in darker skin tones.
Student-led initiatives can effectively enhance the representation of darker skin tones in medical education materials.
Improving visual learning equity is crucial for addressing diagnostic disparities and promoting health equity.