Training medical students/medical practitioners to diagnose dermatologic conditions in skin of color: A systematic review of educational interventions.

Inadequate representation of skin of color in medical education can contribute to diagnostic inequity. This systematic review synthesizes eight educational studies involving an international set of 667 trainees. The identified interventions generally improved knowledge or confidence, but evidence was limited by small samples, single-session designs, and reliance on self-reported outcomes. Persistent challenges, particularly melanoma recognition in patients of color, underscore the need for longitudinal competency-based education to address these gaps.