Improving confidence in assessing black and brown skin in advanced clinical practice students through a targeted teaching session.

Limited exposure to diverse skin tones can undermine clinicians’ confidence and ability to recognize clinical findings in black and brown skin. This British educational intervention improved students’ confidence in assessing darker skin tones. Although confidence does not establish improved diagnostic accuracy, this small study highlights an important and addressable contributor to diagnostic inequity: ensuring that clinical education adequately represents the diversity of patients encountered in practice.