DE01 (P055) Key components of high-quality distance learning in specialist dermatology: a Delphi consensus study

Abstract The global surge in distance learning (DL) across medical education has prompted significant advancements in online teaching methodologies. However, a paucity of research exists concerning the essential components required for high-quality DL in specialist dermatology. This study aims to identify the key components of a successful DL programme for postgraduate education in dermatology through expert consensus. A Delphi methodology was employed to gather consensus from 11 dermatology education experts across the UK. This included initial expert semistructured interviews, which generated 39 Delphi propositions, followed by norming and iterative rounds of Delphi surveys, delivered via a validated online platform. Respondents rated the desirability and feasibility of 39 generated propositions, using a seven-point Likert scale. These encompassed programme structure, content, delivery and assessment in DL. Consensus was achieved on 21 (54%) of the 39 propositions. Key components identified include a modular structure, credit-based system, multidevice access and predominantly asynchronous delivery with some synchronous live sessions. Formative assessment was preferred over summative assessment, with minimal endorsement of proctoring or live patient assessments. Cross-cultural considerations, although important, were not seen as significant barriers to unified curriculum delivery. Clinical case histories, procedural videos and click-through modular content were the highest-rated teaching modalities or tools. In conclusion, this study offers the first consensus-driven framework to create high-quality DL programmes in specialist dermatology. The findings highlight the importance of structuring content to facilitate asynchronous learning, integrating varied teaching tools and emphasizing formative assessments. These insights will inform future DL programme designs in dermatology and have broader applications for specialist medical education.