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Background: In-training assessments (ITA) aim to evaluate trainees' progress and give valuable feedback on their performance. Many factors can affect supervisors during their completion of assessments and these can influence the final results recorded., Methods: This is the second part of a study of supervisors of the Australasian College of Dermatologists (ACD) and presents the qualitative data on their opinions of the ACD ITA process and the influences on their ITA ratings., Results: Supervisors noted the benefits of this assessment tool, together with many limitations. Potential influences upon supervisor ratings included the relationship between the supervisor and trainee and the level of honesty in completing and delivery of the assessment., Conclusions: Many factors influence supervisors in the completion of the ITA. These include the impact of interpersonal relationships and concerns about the consequences of delivering a negative assessment, which sometimes lead supervisors to modify the assessment they deliver to the trainee. Further research is needed into honesty in assessment judgements., (© 2016 The Australasian College of Dermatologists.)

Background/objectives: Although skin disease and skin cancers cause significant morbidity and mortality in Australia, limited time is dedicated to dermatology teaching in most medical courses. The aim of this study was to define the current state of dermatology teaching in Australian medical schools with a view to developing a national core curriculum for dermatology., Methods: An electronic questionnaire was circulated to the dermatology teaching leads and relevant medical program coordinators of the 18 medical schools in Australia., Results: Replies were received from 17 medical schools. Dermatology was included as part of the core curriculum in 15 schools. Time set aside for dermatology teaching varied, as reflected by the number of lectures delivered (0-21, mean 5, median 3) and minimum clinics attended (0-10, mean 1.2, median 0). Only four medical schools had a compulsory clinical attachment in dermatology. Furthermore, satisfying requirements in dermatology was mentioned in the university examination regulations in only six schools. Certain core learning outcomes were addressed in most schools, including the structure and function of the skin, common conditions such as atopic dermatitis and psoriasis and cutaneous malignancies. However, there were important omissions, ranging from common problems like dermatophyte infections and drug reactions to the recognition of dermatological emergencies., Conclusions: These results are a compelling impetus to improve current standards of dermatology teaching, learning and assessment. The introduction of a national core curriculum would provide guidelines for dermatology teaching in medical schools, enabling the more effective utilisation of available time for key learning outcomes., (© 2016 The Australasian College of Dermatologists.)

Background: Assessment is a fundamental component of medical education and exists in many formats. In-training assessments are one such example and they serve to provide feedback to learners about their performance during a period of clinical attachment. However, in addition to trainee knowledge and performance, many factors influence the assessment given to a trainee., Method: This study used an anonymous survey to investigate the perceptions of supervisors of the influences on their assessments of Australian dermatology trainees, focusing on the summative in-training assessment (SITA) format., Results: A response rate of 41% was achieved. The importance of reporting underperformance and providing feedback to trainees was agreed on, but current limitations in the ability of the tool to do this were noted. Implications for practice are discussed including the education and support of supervisors, consideration of logistical issues, the process of SITA completion and supervisor appointment. Further research into the impact of supervisor concerns about potential challenges to a judgement and hesitations about making negative comments about a trainee are required. Examination of the trainee perspective is also required., Conclusion: Quality feedback is essential for learners to guide and improve their performance. Supervisors face many potential influences on their assessments and if these are too great, they may jeopardise the quality of the assessment given. Attention to highlighted areas may serve to improve the process, so allowing trainees to develop into the best clinicians they can be., (© 2015 The Australasian College of Dermatologists.)

Fungiform papillae of the tongue vary in their appearance. It is not rare for them to be pigmented in black subjects, but this is less common in Asians. We report a case of pigmented fungiform papillae in a 65-year-old Vietnamese man. The patient also had recurrent aphthous ulceration and hepatitis C. Pigmentation affected all fungiform papillae and was asymptomatic. Macrocytosis was noted on full blood examination, while liver function tests were normal. The pigmentation of the fungiform papillae remained stable. [ABSTRACT FROM AUTHOR]