Technology-enhanced learning interventions on skin of colour dermatology for dermatology trainees and fellows: are they effective or sustainable?

Recent shifts towards synchronous online learning and raised awareness of ethnic inequalities in health have resulted in the establishment of frequent 'one-off' technology-enhanced learning (TEL) initiatives on diversity issues. There is little established evidence regarding the efficacy or sustainability of such interventions. We designed a prospective cohort pilot study including 14 dermatology registrars and fellows and delivered a TEL programme focusing on central centrifugal cicatricial alopecia and keloid scarring. Information was collected on the existing competence and confidence of our cohort about managing these conditions, as well as the short-term and long-term impact of our intervention. Following our programme, participant knowledge improved transiently, but was not sustainable 6 weeks later. Over half of participants were not confident in adopting newly acquired knowledge on skin of colour into practice. Results demonstrate a disparity between how effective one-off education initiatives are perceived vs. actual benefit. More systemic solutions may be warranted. Recent shifts towards synchronous online learning and raised awareness of ethnic inequalities in health have resulted in the establishment of frequent 'one-off' technology-enhanced learning initiatives on diversity issues. We tested the benefit of such an initiative in a pilot study with 14 dermatology trainees and found trainee knowledge of 2 conditions improved transiently but was not sustainable, and over half of trainees were not confident in adopting their new knowledge into practice. Results demonstrate a disparity between how effective one-off education initiatives are perceived vs. actual benefit.

Automated summary

Recent efforts to improve online learning and address racial disparities in health have led to the implementation of technology-enhanced learning initiatives on diversity issues. However, there is limited evidence on the effectiveness and sustainability of these interventions. In a pilot study with 14 dermatology trainees, we found that knowledge improvement from such an initiative was temporary and over half of the trainees lacked confidence in applying their new knowledge in practice. These results highlight a disconnect between perceived effectiveness and actual benefits of one-off education initiatives.