Preclinical dermatology education in the United States: a scoping review of teaching methods and curriculum design

Abstract This U.S.-focused scoping review characterized teaching methods, curriculum design, and educational outcomes in preclinical dermatology education. A systematic search of PubMed, Web of Science, and Embase was conducted, yielding 7,118 records published between 2010 and 2024. After removing duplicates and screening titles, abstracts, and full texts for relevance and eligibility, 22 studies were included in this scoping review. The review identified several educational approaches across three domains: experiential and procedural learning, technology-enhanced and digital learning, and curricular and representation-focused interventions. Hands-on workshops utilizing cadaveric skin, simulated skin pads, and tactile learning tools were associated with improvements in procedural skills, confidence, and student engagement. Technology-driven interventions, including computer-based video instruction and adaptive learning modules, improved knowledge retention and pattern recognition in several studies. For example, computer-based video instruction led to significantly higher knowledge scores for shave and punch biopsies ( P ≤ .01). Curricular interventions incorporating diverse skin tones were associated with improved diagnostic accuracy, learner confidence, and perceptions of representation. The evidence base was heterogeneous, with variation in study design, educational intervention, outcome measures, and follow-up. Many programs lack comprehensive hands-on training and adequate inclusion of diverse skin types. These findings support further evaluation of multimodal, inclusive approaches to preclinical dermatology education, particularly through larger, multi-institutional studies using objective and longitudinal measures of clinical performance.