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Related Concept Videos

Reticular Dermis01:15

Reticular Dermis

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The papillary and reticular dermis are the two layers of the dermis. They are made of connective tissue with fibers of collagen extending from one to the other, making the border between the two somewhat indistinct. The dermal papillae extending into the epidermis belong to the papillary layer, whereas the dense collagen fiber bundles below belong to the reticular layer.
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Dermis
The dermis might be considered the "core" of the integumentary system, as distinct from the epidermis and hypodermis. It contains blood and lymph vessels, nerves, and other structures, such as hair follicles and sweat glands. The dermis is made of two layers of connective tissue that comprise an interconnected mesh of elastin and collagenous fibers, produced by fibroblasts.
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Reconstructing Dermatology Education: The Backward Design and Curricular Content Expansion.

Ellen Overson1, Aakanksha Angra2

  • 1University of Minnesota Medical School, Minneapolis, Minnesota, USA.

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Medical schools are enhancing dermatology training to improve skin condition diagnosis and management. A new, comprehensive course improved student confidence and skills in recognizing diverse skin diseases.

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Area of Science:

  • Medical Education
  • Dermatology Training
  • Undergraduate Medical Curriculum

Background:

  • Limited access to dermatologists necessitates primary care for skin conditions.
  • Inadequate dermatology education in medical school curricula.
  • Misalignment between need for dermatologic care and training time.

Purpose of the Study:

  • To enhance undergraduate medical education in dermatology.
  • To develop a comprehensive dermatology course.
  • To improve medical students' diagnostic and management skills for skin conditions.

Main Methods:

  • Expanded existing curriculum to create a dedicated dermatology course.
  • Integrated foundational sciences (anatomy, physiology, histology, pathology, biochemistry) with skin-specific contexts.
  • Collaborated with experts to align content and assessments with learning objectives.

Main Results:

  • Students reported positive feedback on course content and delivery.
  • Appreciation for diverse representation of skin conditions across skin tones.
  • All students successfully passed the course, indicating effective knowledge transfer.

Conclusions:

  • The developed dermatology course effectively improved student confidence and competence.
  • Curriculum enhancement is crucial for addressing gaps in dermatologic care training.
  • Iterative refinement of the course will further optimize dermatology education.