Leadership training in dermatology: a narrative review.

Effective leadership is imperative for dermatologists and clinically has been shown to improve team efficacy, patient outcomes, and staff engagement, as well as reduce physician burnout and medical errors. Dermatologists are expected to exercise leadership in a variety of contexts during their professional careers, but despite the demonstrated benefit of effective leadership on improving clinical outcomes and reducing burnout, there is a lack of formal leadership training in residency programs, especially in the field of dermatology. The purpose of this review is to elucidate the current understanding of effective leadership for dermatologists, with a focus on leadership models and select strategies that dermatologists may implement in their daily practice to become more efficacious leaders. This review also seeks to provide a summary of existing opportunities for leadership in the field of dermatology. A narrative review was performed in 2022 examining leadership models as determined by the top results in PubMed with search term "Leadership Models". These models were then related to the field of dermatology. In addition, existing leadership opportunities, as determined through PubMed and Google searches, were reviewed and summarized. There are several medical and non-medical leadership models that can be applied to the field of dermatology. There are many opportunities to gain leadership experience for dermatologists and dermatologists in training; however, there is still a demonstrated need for more opportunities. Through the application of basic leadership principles, dermatologists will experience improved satisfaction and enhanced outcomes.

"You Feel Out of Place": A PhotoVoice Study of the Impact of Food Insecurity on College Students.

Purpose: There is a high prevalence of food insecurity on college campuses in the United States. Quantitative research has shown that experiencing food insecurity during college is associated with adverse academic, health, and social-emotional outcomes. Research is needed to better understand how food insecurity impacts the lived experiences of students. This study aims to understand students' experiences of food insecurity, with a particular focus on their coping strategies and the effects of food insecurity on their health and academic achievement. Methods: An adaptation of the PhotoVoice method was used to understand how food insecurity affected 10 college students at a large, Midwestern university. Students submitted photos around their experiences of food insecurity and completed an in-depth interview about their photos. The interviews were analyzed for thematic content using an iterative, inductive approach. Results: Four themes emerged from the results: (1) economic coping mechanisms, (2) behavioral coping mechanisms; (3) alternate ways to acquire food; and (4) psychosocial and academic consequences. Conclusion: These findings provide context to the negative impacts of food insecurity on students' academic and health outcomes, and add to the growing body of qualitative research that is needed to inform practices and policies to address food insecurity on college campuses.

Understanding the Cumulative Burden of Basic Needs Insecurities: Associations With Health and Academic Achievement Among College Students.

PURPOSE: Food insecurity is a concern on college campuses and is correlated with other basic needs insecurities. We examined the cumulative burden of food, financial, and housing insecurities on college students' health and academic performance. DESIGN: Cross-sectional survey. SETTING: Large, public Midwestern university. SAMPLE: A total of 793 college students completed an online survey in 2018 (43% response rate). MEASURES: Food, financial, and housing insecurity were measured using validated instruments. Primary outcomes were general health status, anxiety and depression, and grade point average (GPA). ANALYSIS: Weighted linear and logistic regression analyses were used to examine associations between cumulative basic needs insecurities and primary outcomes. RESULTS: Approximately 11% of students experienced all 3 insecurities. Compared to fully secure students, students with all 3 insecurities were more likely to have anxiety and depression (odds ratio [OR] = 4.65, 95% CI: 4.31-5.01), fair/poor health (OR = 4.06, 95% CI: 3.73-4.42), and lower GPA (ß = -0.19, 95% CI: -0.30 to -0.09), adjusting for sociodemographic characteristics. CONCLUSION: Interventions that address multiple basic needs insecurities are needed to promote college students' well-being and foster academic success.