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The study presents a grammatical approach to learning and describing skin lesions, designed as an early, expandable framework from digestible components. Results from an institutional learning module show increased confidence in verbally describing common lesions and formulating differential diagnoses.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/grammatical-approach-to-describing-skin-lesions-framework-and-assessment/449455/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/grammatical-approach-to-describing-skin-lesions-framework-and-assessment/449455.png","ImageObject",300,407,{"name":92,"@type":93},"Rainbow Cat","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-04","2026-09-30",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the grammatical approach address in dermatology education?","Question",{"text":112,"@type":113},"It addresses the difficulty of teaching non-dermatologists to identify, describe, and manage skin conditions, especially within compact undergraduate medical education.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How is the learning framework for describing skin lesions structured?",{"text":117,"@type":113},"It is built from easily digestible components to create an early, expandable framework for learning and describing skin lesions.",{"name":119,"@type":110,"acceptedAnswer":120},"What outcomes were measured in the study of first-year medical students?",{"text":121,"@type":113},"A pre- and post-survey measured confidence in verbally describing common skin lesions and in formulating differential diagnoses.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},449455,1790989558,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":81,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":39},962090769181,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Dermatology Reports 2025; volume 17:10097  \nGrammatical approach to describing skin lesions:  \nframework and assessment  \nAdam Cardenas,1 Emilie A. Foltz,2 Simi Cadmus,3 Dayna Diven4  \n1University of Texas, Dell Medical School, Austin (TX); 2Washington State University Elson S. Floyd College of Medicine, Spokane (WA); 3Central Austin Dermatology & Aesthetics, Austin (TX); 4Division of Dermatology, University of Texas, Dell Medical School, Austin (TX), USA  \nAbstract  \nTeaching the foundation of dermatology for non-dermatologists has proven difficult, especially in a compact undergraduate medical education system. This has consequently led to insufficient preparation of non-dermatologists, including primary care residents, to identify, describe, and manage skin conditions. We present a grammatical approach for learning and describing skin lesions that will provide an early, expandable framework built from easily digestible components. From results in our own institution, we hope this tool will empower trainees ofall expertise and  \nCorrespondence: Emilie Foltz, B.S., Washington State University Elson S. Floyd College of Medicine, Spokane (WA), USA.  \nE-mail: [emilie.foltz@wsu.edu](emilie.foltz@wsu.edu)  \nKey words: learning types; learning methods; education and/or curricular development; undergraduate medical education.  \nConflict of interest: the authors declare that they have no competing interests.  \nEthics approval and consent to participate: our research qualified for exempt status through the Institutional Review Board at the University of Texas at Austin (HRP-UT902) . All participants provided written informed consent to participate in this study.  \nConsent for publication: not applicable.  \nAvailability of data and materials: all data generated or analyzed during this study are included in this published article.  \nAcknowledgments: we thank Siddanth Singh, M.D., for his contribution in creating preliminary diagrams.  \nReceived: 25 July 2024.  \nAccepted: 24 November 2024.  \nThis work is licensed under a Creative Commons AttributionNonCommercial 4.0 International License (CC BY-NC 4.0) .  \n©Copyright: the Author(s), 2025  \nLicensee PAGEPress, Italy Dermatology Reports 2025; 17:10097 doi:10.4081/dr.2025.10097  \nPublisher's note: all claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and thereviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.  \nspecialties to apply their knowledge at the bedside and aid in communication and collaboration with dermatology consultants when needed. Twenty-one first-year medical students at the University of Texas at Austin Dell Medical School voluntarily completed our learning module with a pre-and post-survey, which recorded their confidence in verbally describing common skin lesions and formulating differential diagnoses. Among the respondents, 85.7% reported that the learning tool helped them better organize their descriptions of skin findings. There was a statistically significant increase in confidence after the learning tool for describing skin lesions (p\u003C0.05) and formulating a differential diagnosis (p\u003C0.05) . These results suggest the grammatical approach improves the confidence of trainees by both describing skin lesions and formulating differential diagnoses based on the lesion’s description.  \nIntroduction  \nPreparing non-dermatologists to evaluate skin conditions has proven difficult in medical education across the world. 1-5 However, in a world with limited specialty access along with increasing utility of teledermatology, it is paramount for non-dermatologists to feel comfortable and capable of treating common dermatological conditions while knowing when to communicate a consultation.6-8  \nThe first key aspect to caring for persons with skin lesions is ","cbCaioAOKC3EEFR2","https://ap.wps.com/l/cbCaioAOKC3EEFR2","pdf",1976281,"English","# Abstract\n# Introduction\n## Challenges in preparing non-dermatologists\n## Why lesion description matters\n## Need for unifying nomenclature and communication","[{\"question\":\"What problem does the grammatical approach address in dermatology education?\",\"answer\":\"It addresses the difficulty of teaching non-dermatologists to identify, describe, and manage skin conditions, especially within compact undergraduate medical education.\"},{\"question\":\"How is the learning framework for describing skin lesions structured?\",\"answer\":\"It is built from easily digestible components to create an early, expandable framework for learning and describing skin lesions.\"},{\"question\":\"What outcomes were measured in the study of first-year medical students?\",\"answer\":\"A pre- and post-survey measured confidence in verbally describing common skin lesions and in formulating differential diagnoses.\"}]","Grammatical approach to describing skin lesions - framework and assessment | PDF",1790730255]