Dermatology (Basel, Switzerland) · 2026
Educating the Future Dermatology Workforce for Global Healthcare Delivery: Strategies and Resources to Prepare Dermatology Residents for Engagement in Global Work.
СтатьяОбзорНазвание и аннотация: Перевод в очереди
Обработка статьи · этапы, ошибки и управление
Загрузка состояния…
Ошибки и ограничения
История · было → стало
Состояние обновляется каждые 5 секунд, пока блок открыт. Процент показывается только там, где известен объём работы. Пауза останавливает продолжение этапа; текущий запрос к источнику может завершиться.
Akbik Maya, Spiegel Brianna, Tran Richard, Thompson Beatrix, Nambudiri Vinod E
Аннотация
BACKGROUND: Skin and subcutaneous diseases affect up to 900 million individuals worldwide, ranking as the eighteenth leading cause of disability-adjusted life years internationally. The burden is particularly pronounced in low- and middle-income countries (LMICs), where access to specialized dermatologic care is limited and the prevalence of neglected tropical diseases (NTDs) is high. With increasing globalization, preparing dermatology trainees to deliver care in diverse international settings has become essential.
SUMMARY: This narrative review outlines strategies, resources, and approaches to prepare dermatology residents for global health engagement. Key educational modalities include teledermatology training for remote consultation and cultural exposure, international clinical rotations at partner institutions, and formal academic partnerships emphasizing bidirectional exchange. Integration of health policy and health delivery science training equips residents to address system-level barriers in resource-limited settings. Critical implementation strategies include securing funding through organizations such as the International Alliance for Global Health Dermatology (GLODERM), International League of Dermatological Societies (ILDS), and American Academy of Dermatology (AAD), alongside training on diverse skin types and NTDs. Comprehensive assessment frameworks measuring knowledge, attitudes, and practices across pre-deployment, during-rotation, and post-deployment phases ensure meaningful competency development.
KEY MESSAGES: Structured global health education during dermatology residency serves three tractable goals: reducing skin disease burden in resource-limited settings through direct clinical service, cultivating residents' sustained commitment to global health work beyond training, and building lasting capacity within host-country institutions. Multi-modal training approaches combining teledermatology, international rotations, and didactic curricula prepare residents for ethical and effective global engagement. Sustainable partnerships with international institutions and robust assessment methodologies are fundamental to developing a globally competent dermatology workforce capable of addressing worldwide skin disease burden.
SUMMARY: This narrative review outlines strategies, resources, and approaches to prepare dermatology residents for global health engagement. Key educational modalities include teledermatology training for remote consultation and cultural exposure, international clinical rotations at partner institutions, and formal academic partnerships emphasizing bidirectional exchange. Integration of health policy and health delivery science training equips residents to address system-level barriers in resource-limited settings. Critical implementation strategies include securing funding through organizations such as the International Alliance for Global Health Dermatology (GLODERM), International League of Dermatological Societies (ILDS), and American Academy of Dermatology (AAD), alongside training on diverse skin types and NTDs. Comprehensive assessment frameworks measuring knowledge, attitudes, and practices across pre-deployment, during-rotation, and post-deployment phases ensure meaningful competency development.
KEY MESSAGES: Structured global health education during dermatology residency serves three tractable goals: reducing skin disease burden in resource-limited settings through direct clinical service, cultivating residents' sustained commitment to global health work beyond training, and building lasting capacity within host-country institutions. Multi-modal training approaches combining teledermatology, international rotations, and didactic curricula prepare residents for ethical and effective global engagement. Sustainable partnerships with international institutions and robust assessment methodologies are fundamental to developing a globally competent dermatology workforce capable of addressing worldwide skin disease burden.