Practice and Exploration of Diversified Teaching Mode in the Clinical Teaching of Dermatology Trainees

Abstract

Dermatology education faces distinctive challenges due to its visually-driven diagnostic paradigm encompassing over 2,000 conditions with complex morphological presentations. Traditional didactic approaches fail to develop essential clinical competencies in lesion recognition, diagnostic reasoning, and therapeutic decision-making. This comprehensive review examines the implementation of diversified teaching models integrating four evidence-based components: 1) structured visual case libraries, 2) technology-enhanced problem-based learning, 3) virtual simulation training, and 4) mobile-optimized microlearning. Through systematic analysis of educational frameworks and empirical outcomes, we demonstrate how these innovations transform abstract dermatological concepts into clinically contextualized learning experiences that significantly enhance diagnostic accuracy, pattern recognition, and clinical preparedness. The integrated model addresses critical gaps in contemporary training by providing consistent exposure to both common and rare conditions, facilitating deliberate practice in differential diagnosis, and supporting individualized learning trajectories. Implementation challenges including faculty development, assessment redesign, and technological integration are addressed with practical solutions derived from educational research and institutional experiences. The synthesized evidence establishes that multimodal approaches significantly enhance diagnostic accuracy and clinical preparedness compared to conventional methods, providing a roadmap for competency-based dermatology education reform that aligns with evolving healthcare demands and digital transformation in medical education.