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Health literacy is a multifaceted construct that encompasses the knowledge of health and health systems, utilization of information related to health, and ability to maintain health.1 Low health literacy impairs health outcomes, disproportionately affecting socioeconomically disadvantaged populations, including racial minorities and the older population. Consistently, it is associated with fewer vaccinations and screenings, higher health care utilization, and poorer ability to take medications or interpret health information.2
With growing utilization of the Internet for health information,3 much patient education now occurs outside the clinic. Differential utilization of the Internet can exacerbate disparities in health outcomes: people with a lower family income more frequently engage in health information and dialogue online.3 Despite opportunities to improve literacy and narrow gaps in care, a lack of awareness, advocacy, and funding limit patient- and community-based initiatives. Herein, we discuss health literacy challenges in dermatology, offer potential solutions, and propose ways that stakeholders can prioritize health literacy advocacy to improve outcomes.
The Importance of Health Literacy in Dermatology
Dermatology patients often face challenges that demand greater health literacy. Active participation in health promotion, protection, and maintenance can remarkably improve outcomes. When patients understand disease pathogenesis and the rationale behind treatment choices, adherence to a treatment regimen might improve.
However, understanding dermatologic diseases and disorders can be challenging. First, many are chronic inflammatory conditions that require intricate treatment regimens. Second, the complexity of those diseases and disorders continues to grow in the era of new research and unprecedented expansion of treatment options.
For chronic conditions that require ongoing complex management, researchers have developed advanced patient tools. For instance, the eczema action plan helps atopic dermatitis patients manage conditions from home.4 However, patients with greater literacy and the ability to participate will better utilize such tools and have fewer uncontrolled flares. Patient tools meant to improve outcomes might, instead, widen gaps in care. Even with nonchronic conditions, such as nonmelanoma skin cancer, continued awareness and the need for preventive care, timely diagnosis, and appropriate intervention remain critical.
Limited Accessibility of Patient Education Materials
Patient education in dermatology occurs through several formats. Because online health resources are more readily available to those with less access to health care, the potential for such resources to narrow health disparities is immense. However, online resources have not adequately taken advantage of the opportunity to make health information openly accessible to its users. The readability of online patient education materials on a large expanse of dermatologic conditions is far too advanced.5 The readability level of some resources is as high as 17th grade (graduate school), which is much higher than the American Medical Association recommendation6 that patient education materials be presented at a 6th-grade level or less. Furthermore, the quality and comprehensiveness of content is highly variable. Rather than serving as an equalizer, the Internet may widen the gap as low health literacy continues to impair the accessibility of health information.
Solutions to Level the Playing Field
What can be done to increase the readability of patient education materials? Leveling the playing field begins with creating materials at an appropriate readability level, including online content, printed handouts, and after-visit summaries in the clinic. Writers of patient education materials should be cognizant of their choice of language and routinely use a free readability checker (https://readabilityformulas.com). Patient education materials should reflect the American Medical Association’s recommended 6th-grade level. Creators should maintain a high standard of quality and comprehensiveness; prior studies note no inverse correlation between readability and quality.5 In the age of multimedia presentation, non–print-based materials can be explored, such as audio or video for online content, podcasts, and webinars. Providers also should take the opportunity to be mindful of health literacy in clinic. Beyond assessing the readability of written resources for a patient, assessing that patient’s health literacy and tailoring one’s language will maximize engagement.
Systemic Change Is Needed
Ultimately, systemic change is needed to address the root causes of health literacy disparity, requiring advocacy for social welfare, public health, and public policy initiatives. In recognizing existing efforts, such as community outreach teams and hospital committees to evaluate health literacy materials, numerous barriers remain. Despite the notable impact of health literacy on health outcomes, there is a lack of advocacy and funds to conduct health literacy–related work.7 Because dermatologists provide holistic care and remain mindful of patients’ health literacy in the clinic, they should continue to advocate for increased awareness, improved funding, and support for local and federal initiatives.
Final Thoughts
With more opportunities to narrow gaps in care, it is more pertinent than ever to acknowledge the impact of health literacy on dermatology outcomes. Leveling the playing field begins with (1) an awareness of health literacy and (2) creating readable and comprehensible patient education content. Greater advocacy from community and professional organizations; increased funding from nonprofit organizations, industry, and federal institutions; and increased involvement by dermatologists in bringing greater attention to health literacy will improve outcomes in dermatology.
- Liu C, Wang D, Liu C, et al. What is the meaning of health literacy? a systematic review and qualitative synthesis. Fam Med Community Health. 2020;8:e000351. doi:10.1136/fmch-2020-000351
- Berkman ND, Sheridan SL, Donahue KE, et al. Low health literacy and health outcomes: an updated systematic review. Ann Intern Med. 2011;155:97-107. doi:10.7326/0003-4819-155-2-201107190-00005
- Rice RE. Influences, usage, and outcomes of Internet health information searching: multivariate results from the Pew surveys. Int J Med Inform. 2006;75:8-28. doi:10.1016/j.ijmedinf.2005.07.032
- Brown J, Weitz NW, Liang A, et al. Does an eczema action plan improve atopic dermatitis? a single-site randomized controlled trial. Clin Pediatr (Phila). 2018;57:1624-1629. doi:10.1177/0009922818795906
- De DR, Shih T, Katta R, et al. Readability, quality, and timeliness of patient online health resources for contact dermatitis and patch testing. Dermatitis. 2022;33:155-160. doi:10.1097/DER.0000000000000789
- Weiss BD. Health Literacy: A Manual for Clinicians. American Medical Association, American Medical Foundation; 2003.
- Nutbeam D, McGill B, Premkumar P. Improving health literacy in community populations: a review of progress. Health Promot Int. 2018;33:901-911. doi:10.1093/heapro/dax015
Health literacy is a multifaceted construct that encompasses the knowledge of health and health systems, utilization of information related to health, and ability to maintain health.1 Low health literacy impairs health outcomes, disproportionately affecting socioeconomically disadvantaged populations, including racial minorities and the older population. Consistently, it is associated with fewer vaccinations and screenings, higher health care utilization, and poorer ability to take medications or interpret health information.2
With growing utilization of the Internet for health information,3 much patient education now occurs outside the clinic. Differential utilization of the Internet can exacerbate disparities in health outcomes: people with a lower family income more frequently engage in health information and dialogue online.3 Despite opportunities to improve literacy and narrow gaps in care, a lack of awareness, advocacy, and funding limit patient- and community-based initiatives. Herein, we discuss health literacy challenges in dermatology, offer potential solutions, and propose ways that stakeholders can prioritize health literacy advocacy to improve outcomes.
The Importance of Health Literacy in Dermatology
Dermatology patients often face challenges that demand greater health literacy. Active participation in health promotion, protection, and maintenance can remarkably improve outcomes. When patients understand disease pathogenesis and the rationale behind treatment choices, adherence to a treatment regimen might improve.
However, understanding dermatologic diseases and disorders can be challenging. First, many are chronic inflammatory conditions that require intricate treatment regimens. Second, the complexity of those diseases and disorders continues to grow in the era of new research and unprecedented expansion of treatment options.
For chronic conditions that require ongoing complex management, researchers have developed advanced patient tools. For instance, the eczema action plan helps atopic dermatitis patients manage conditions from home.4 However, patients with greater literacy and the ability to participate will better utilize such tools and have fewer uncontrolled flares. Patient tools meant to improve outcomes might, instead, widen gaps in care. Even with nonchronic conditions, such as nonmelanoma skin cancer, continued awareness and the need for preventive care, timely diagnosis, and appropriate intervention remain critical.
Limited Accessibility of Patient Education Materials
Patient education in dermatology occurs through several formats. Because online health resources are more readily available to those with less access to health care, the potential for such resources to narrow health disparities is immense. However, online resources have not adequately taken advantage of the opportunity to make health information openly accessible to its users. The readability of online patient education materials on a large expanse of dermatologic conditions is far too advanced.5 The readability level of some resources is as high as 17th grade (graduate school), which is much higher than the American Medical Association recommendation6 that patient education materials be presented at a 6th-grade level or less. Furthermore, the quality and comprehensiveness of content is highly variable. Rather than serving as an equalizer, the Internet may widen the gap as low health literacy continues to impair the accessibility of health information.
Solutions to Level the Playing Field
What can be done to increase the readability of patient education materials? Leveling the playing field begins with creating materials at an appropriate readability level, including online content, printed handouts, and after-visit summaries in the clinic. Writers of patient education materials should be cognizant of their choice of language and routinely use a free readability checker (https://readabilityformulas.com). Patient education materials should reflect the American Medical Association’s recommended 6th-grade level. Creators should maintain a high standard of quality and comprehensiveness; prior studies note no inverse correlation between readability and quality.5 In the age of multimedia presentation, non–print-based materials can be explored, such as audio or video for online content, podcasts, and webinars. Providers also should take the opportunity to be mindful of health literacy in clinic. Beyond assessing the readability of written resources for a patient, assessing that patient’s health literacy and tailoring one’s language will maximize engagement.
Systemic Change Is Needed
Ultimately, systemic change is needed to address the root causes of health literacy disparity, requiring advocacy for social welfare, public health, and public policy initiatives. In recognizing existing efforts, such as community outreach teams and hospital committees to evaluate health literacy materials, numerous barriers remain. Despite the notable impact of health literacy on health outcomes, there is a lack of advocacy and funds to conduct health literacy–related work.7 Because dermatologists provide holistic care and remain mindful of patients’ health literacy in the clinic, they should continue to advocate for increased awareness, improved funding, and support for local and federal initiatives.
Final Thoughts
With more opportunities to narrow gaps in care, it is more pertinent than ever to acknowledge the impact of health literacy on dermatology outcomes. Leveling the playing field begins with (1) an awareness of health literacy and (2) creating readable and comprehensible patient education content. Greater advocacy from community and professional organizations; increased funding from nonprofit organizations, industry, and federal institutions; and increased involvement by dermatologists in bringing greater attention to health literacy will improve outcomes in dermatology.
Health literacy is a multifaceted construct that encompasses the knowledge of health and health systems, utilization of information related to health, and ability to maintain health.1 Low health literacy impairs health outcomes, disproportionately affecting socioeconomically disadvantaged populations, including racial minorities and the older population. Consistently, it is associated with fewer vaccinations and screenings, higher health care utilization, and poorer ability to take medications or interpret health information.2
With growing utilization of the Internet for health information,3 much patient education now occurs outside the clinic. Differential utilization of the Internet can exacerbate disparities in health outcomes: people with a lower family income more frequently engage in health information and dialogue online.3 Despite opportunities to improve literacy and narrow gaps in care, a lack of awareness, advocacy, and funding limit patient- and community-based initiatives. Herein, we discuss health literacy challenges in dermatology, offer potential solutions, and propose ways that stakeholders can prioritize health literacy advocacy to improve outcomes.
The Importance of Health Literacy in Dermatology
Dermatology patients often face challenges that demand greater health literacy. Active participation in health promotion, protection, and maintenance can remarkably improve outcomes. When patients understand disease pathogenesis and the rationale behind treatment choices, adherence to a treatment regimen might improve.
However, understanding dermatologic diseases and disorders can be challenging. First, many are chronic inflammatory conditions that require intricate treatment regimens. Second, the complexity of those diseases and disorders continues to grow in the era of new research and unprecedented expansion of treatment options.
For chronic conditions that require ongoing complex management, researchers have developed advanced patient tools. For instance, the eczema action plan helps atopic dermatitis patients manage conditions from home.4 However, patients with greater literacy and the ability to participate will better utilize such tools and have fewer uncontrolled flares. Patient tools meant to improve outcomes might, instead, widen gaps in care. Even with nonchronic conditions, such as nonmelanoma skin cancer, continued awareness and the need for preventive care, timely diagnosis, and appropriate intervention remain critical.
Limited Accessibility of Patient Education Materials
Patient education in dermatology occurs through several formats. Because online health resources are more readily available to those with less access to health care, the potential for such resources to narrow health disparities is immense. However, online resources have not adequately taken advantage of the opportunity to make health information openly accessible to its users. The readability of online patient education materials on a large expanse of dermatologic conditions is far too advanced.5 The readability level of some resources is as high as 17th grade (graduate school), which is much higher than the American Medical Association recommendation6 that patient education materials be presented at a 6th-grade level or less. Furthermore, the quality and comprehensiveness of content is highly variable. Rather than serving as an equalizer, the Internet may widen the gap as low health literacy continues to impair the accessibility of health information.
Solutions to Level the Playing Field
What can be done to increase the readability of patient education materials? Leveling the playing field begins with creating materials at an appropriate readability level, including online content, printed handouts, and after-visit summaries in the clinic. Writers of patient education materials should be cognizant of their choice of language and routinely use a free readability checker (https://readabilityformulas.com). Patient education materials should reflect the American Medical Association’s recommended 6th-grade level. Creators should maintain a high standard of quality and comprehensiveness; prior studies note no inverse correlation between readability and quality.5 In the age of multimedia presentation, non–print-based materials can be explored, such as audio or video for online content, podcasts, and webinars. Providers also should take the opportunity to be mindful of health literacy in clinic. Beyond assessing the readability of written resources for a patient, assessing that patient’s health literacy and tailoring one’s language will maximize engagement.
Systemic Change Is Needed
Ultimately, systemic change is needed to address the root causes of health literacy disparity, requiring advocacy for social welfare, public health, and public policy initiatives. In recognizing existing efforts, such as community outreach teams and hospital committees to evaluate health literacy materials, numerous barriers remain. Despite the notable impact of health literacy on health outcomes, there is a lack of advocacy and funds to conduct health literacy–related work.7 Because dermatologists provide holistic care and remain mindful of patients’ health literacy in the clinic, they should continue to advocate for increased awareness, improved funding, and support for local and federal initiatives.
Final Thoughts
With more opportunities to narrow gaps in care, it is more pertinent than ever to acknowledge the impact of health literacy on dermatology outcomes. Leveling the playing field begins with (1) an awareness of health literacy and (2) creating readable and comprehensible patient education content. Greater advocacy from community and professional organizations; increased funding from nonprofit organizations, industry, and federal institutions; and increased involvement by dermatologists in bringing greater attention to health literacy will improve outcomes in dermatology.
- Liu C, Wang D, Liu C, et al. What is the meaning of health literacy? a systematic review and qualitative synthesis. Fam Med Community Health. 2020;8:e000351. doi:10.1136/fmch-2020-000351
- Berkman ND, Sheridan SL, Donahue KE, et al. Low health literacy and health outcomes: an updated systematic review. Ann Intern Med. 2011;155:97-107. doi:10.7326/0003-4819-155-2-201107190-00005
- Rice RE. Influences, usage, and outcomes of Internet health information searching: multivariate results from the Pew surveys. Int J Med Inform. 2006;75:8-28. doi:10.1016/j.ijmedinf.2005.07.032
- Brown J, Weitz NW, Liang A, et al. Does an eczema action plan improve atopic dermatitis? a single-site randomized controlled trial. Clin Pediatr (Phila). 2018;57:1624-1629. doi:10.1177/0009922818795906
- De DR, Shih T, Katta R, et al. Readability, quality, and timeliness of patient online health resources for contact dermatitis and patch testing. Dermatitis. 2022;33:155-160. doi:10.1097/DER.0000000000000789
- Weiss BD. Health Literacy: A Manual for Clinicians. American Medical Association, American Medical Foundation; 2003.
- Nutbeam D, McGill B, Premkumar P. Improving health literacy in community populations: a review of progress. Health Promot Int. 2018;33:901-911. doi:10.1093/heapro/dax015
- Liu C, Wang D, Liu C, et al. What is the meaning of health literacy? a systematic review and qualitative synthesis. Fam Med Community Health. 2020;8:e000351. doi:10.1136/fmch-2020-000351
- Berkman ND, Sheridan SL, Donahue KE, et al. Low health literacy and health outcomes: an updated systematic review. Ann Intern Med. 2011;155:97-107. doi:10.7326/0003-4819-155-2-201107190-00005
- Rice RE. Influences, usage, and outcomes of Internet health information searching: multivariate results from the Pew surveys. Int J Med Inform. 2006;75:8-28. doi:10.1016/j.ijmedinf.2005.07.032
- Brown J, Weitz NW, Liang A, et al. Does an eczema action plan improve atopic dermatitis? a single-site randomized controlled trial. Clin Pediatr (Phila). 2018;57:1624-1629. doi:10.1177/0009922818795906
- De DR, Shih T, Katta R, et al. Readability, quality, and timeliness of patient online health resources for contact dermatitis and patch testing. Dermatitis. 2022;33:155-160. doi:10.1097/DER.0000000000000789
- Weiss BD. Health Literacy: A Manual for Clinicians. American Medical Association, American Medical Foundation; 2003.
- Nutbeam D, McGill B, Premkumar P. Improving health literacy in community populations: a review of progress. Health Promot Int. 2018;33:901-911. doi:10.1093/heapro/dax015
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<root generator="drupal.xsl" gversion="1.7"> <header> <fileName>Shih Leveling</fileName> <TBEID>0C02A8C6.SIG</TBEID> <TBUniqueIdentifier>NJ_0C02A8C6</TBUniqueIdentifier> <newsOrJournal>Journal</newsOrJournal> <publisherName>Frontline Medical Communications Inc.</publisherName> <storyname>Shih Leveling</storyname> <articleType>1</articleType> <TBLocation>Copyfitting-CT</TBLocation> <QCDate/> <firstPublished>20220906T141951</firstPublished> <LastPublished>20220906T141951</LastPublished> <pubStatus qcode="stat:"/> <embargoDate/> <killDate/> <CMSDate>20220906T141950</CMSDate> <articleSource/> <facebookInfo/> <meetingNumber/> <byline>Terri Shih, BS; Devea R. De, BS; Khiem A. Tran, MD</byline> <bylineText>Terri Shih, BS; Devea R. De, BS; Khiem A. Tran, MD; Jennifer L. Hsiao, MD; Vivian Y. Shi, MD</bylineText> <bylineFull>Terri Shih, BS; Devea R. De, BS; Khiem A. 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All rights reserved.</copyrightStatement> </publicationData> </publications_g> <publications> <term canonical="true">12</term> </publications> <sections> <term canonical="true">52</term> </sections> <topics> <term canonical="true">66772</term> </topics> <links> <link> <itemClass qcode="ninat:composite"/> <altRep contenttype="application/pdf">images/180021f9.pdf</altRep> <description role="drol:caption"/> <description role="drol:credit"/> </link> </links> </header> <itemSet> <newsItem> <itemMeta> <itemRole>Main</itemRole> <itemClass>text</itemClass> <title>Health Literacy in Dermatology Patients: How to Level the Playing Field</title> <deck/> </itemMeta> <itemContent> <p>Health literacy is a multifaceted construct that encompasses the knowledge of health and health systems, utilization of information related to health, and ability to maintain health.<sup>1</sup> Low health literacy impairs health outcomes, disproportionately affecting socioeconomically disadvantaged populations, including racial minorities and the older population. Consistently, it is associated with fewer vaccinations and screenings, higher health care utilization, and poorer ability to take medications or interpret health information.<sup>2</sup> </p> <p>With growing utilization of the Internet for health information,<sup>3</sup> much patient education now occurs outside the clinic. Differential utilization of the Internet can exacerbate disparities in health outcomes: people with a lower family income more frequently engage in health information and dialogue online.<sup>3</sup> Despite opportunities to improve literacy and narrow gaps in care, a lack of awareness, advocacy, and funding limit patient- and community-based initiatives. Herein, we discuss health literacy challenges in dermatology, offer potential solutions, and propose ways that stakeholders can prioritize health literacy advocacy to improve outcomes.</p> <h3>The Importance of Health Literacy in Dermatology</h3> <p>Dermatology patients often face challenges that demand greater health literacy. Active participation in health promotion, protection, and maintenance can remarkably improve outcomes. When patients understand disease pathogenesis and the rationale behind treatment choices, adherence to a treatment regimen might improve. </p> <p>However, understanding dermatologic diseases and disorders can be challenging. First, many are chronic inflammatory conditions that require intricate treatment regimens. Second, the complexity of those diseases and disorders continues to grow in the era of new research and unprecedented expansion of treatment options. <br/><br/>For chronic conditions that require ongoing complex management, researchers have developed advanced patient tools. For instance, the eczema action plan helps atopic dermatitis patients manage conditions from home.<sup>4</sup> However, patients with greater literacy and the ability to participate will better utilize such tools and have fewer uncontrolled flares. Patient tools meant to improve outcomes might, instead, widen gaps in care. Even with nonchronic conditions, such as nonmelanoma skin cancer, continued awareness and the need for preventive care, timely diagnosis, and appropriate intervention remain critical.</p> <h3>Limited Accessibility of Patient Education Materials</h3> <p>Patient education in dermatology occurs through several formats. Because online health resources are more readily available to those with less access to health care, the potential for such resources to narrow health disparities is immense. However, online resources have not adequately taken advantage of the opportunity to make health information openly accessible to its users. The readability of online patient education materials on a large expanse of dermatologic conditions is far too advanced.<sup>5</sup> The readability level of some resources is as high as 17th grade (graduate school), which is much higher than the American Medical Association recommendation<sup>6</sup> that patient education materials be presented at a 6th-grade level or less. Furthermore, the quality and comprehensiveness of content is highly variable. Rather than serving as an equalizer, the Internet may widen the gap as low health literacy continues to impair the accessibility of health information.</p> <h3>Solutions to Level the Playing Field</h3> <p>What can be done to increase the readability of patient education materials? Leveling the playing field begins with creating materials at an appropriate readability level, including online content, printed handouts, and after-visit summaries in the clinic. Writers of patient education materials should be cognizant of their choice of language and routinely use a<i> </i>free readability checker (https://readabilityformulas.com). Patient education materials should reflect the American Medical Association’s<i> </i>recommended 6th-grade level. Creators should maintain a high standard of quality and comprehensiveness; prior studies note no inverse correlation between readability and quality.<sup>5</sup> In the age of multimedia presentation, non–print-based materials can be explored, such as audio or video for online content, podcasts, and webinars. Providers also should take the opportunity to be mindful of health literacy in clinic. Beyond assessing the readability of written resources for a patient, assessing that patient’s health literacy and tailoring one’s language will maximize engagement.</p> <h3>Systemic Change Is Needed</h3> <p>Ultimately, systemic change is needed to address the root causes of health literacy disparity, requiring advocacy for social welfare, public health, and public policy initiatives. In recognizing existing efforts, such as community outreach teams and hospital committees to evaluate health literacy materials, numerous barriers remain. Despite the notable impact of health literacy on health outcomes, there is a lack of advocacy and funds to conduct health literacy–related work.<sup>7</sup> Because dermatologists provide holistic care and remain mindful of patients’ health literacy in the clinic, they should continue to advocate for increased awareness, improved funding, and support for local and federal initiatives.</p> <h3>Final Thoughts</h3> <p>With more opportunities to narrow gaps in care, it is more pertinent than ever to acknowledge the impact of health literacy on dermatology outcomes. Leveling the playing field begins with (1) an awareness of health literacy and (2) creating readable and comprehensible patient education content. Greater advocacy from community and professional organizations; increased funding from nonprofit organizations, industry, and federal institutions; and increased involvement by dermatologists in bringing greater attention to health literacy will improve outcomes in dermatology.</p> <h2>References</h2> <p class="reference"> 1. Liu C, Wang D, Liu C, et al. What is the meaning of health literacy? a systematic review and qualitative synthesis. <i>Fam Med Community Health</i>. 2020;8:e000351. doi:10.1136/fmch-2020-000351</p> <p class="reference"> 2. Berkman ND, Sheridan SL, Donahue KE, et al. Low health literacy and health outcomes: an updated systematic review. <i>Ann Intern Med</i>. 2011;155:97-107. doi:10.7326/0003-4819-155-2-201107190-00005<br/><br/> 3. Rice RE. Influences, usage, and outcomes of Internet health information searching: multivariate results from the Pew surveys. <i>Int J Med Inform</i>. 2006;75:8-28. doi:10.1016/j.ijmedinf.2005.07.032<br/><br/> 4. Brown J, Weitz NW, Liang A, et al. Does an eczema action plan improve atopic dermatitis? a single-site randomized controlled trial. <i>Clin Pediatr (Phila).</i> 2018;57:1624-1629. doi:10.1177/0009922818795906<br/><br/> 5. De DR, Shih T, Katta R, et al. Readability, quality, and timeliness of patient online health resources for contact dermatitis and patch testing. <i>Dermatitis</i>. 2022;33:155-160. doi:10.1097/DER.0000000000000789<br/><br/> 6. Weiss BD. <i>Health Literacy: A Manual for Clinicians</i>. American Medical Association, American Medical Foundation; 2003.<br/><br/> 7. Nutbeam D, McGill B, Premkumar P. Improving health literacy in community populations: a review of progress. <i>Health Promot Int</i>. 2018;33:901-911. doi:10.1093/heapro/dax015</p> </itemContent> </newsItem> <newsItem> <itemMeta> <itemRole>bio</itemRole> <itemClass>text</itemClass> <title/> <deck/> </itemMeta> <itemContent> <p class="disclosure">Ms. Shih is from the David Geffen School of Medicine, University of California, Los Angeles. Ms. De is from the Jacobs School of Medicine and Biomedical Sciences, University at Buffalo, New York. Drs. Tran and Shi are from the Department of Dermatology, University of Arkansas for Medical Sciences, Little Rock. Dr. Hsiao is from the Department of Dermatology, University of Southern California, Los Angeles.</p> <p class="disclosure">Ms. Shih, Ms. De, and Dr. Tran report no conflict of interest. Dr. Hsiao is on the board of directors for the HS Foundation; has served as a consultant for Boehringer Ingelheim, Novartis, and UCB; and has served as a consultant and speaker for AbbVie. Dr. Shi is on the board of directors for the HS Foundation and is a shareholder of LearnHealth. She also has served as an advisory board member, investigator, and/or speaker for, and/or received research funding from AbbVie; Altus Labs; Alumis; Aristea Therapeutics; Boehringer Ingelheim; Burt’s Bees; Dermira; Eli Lilly and Company; Galderma; Genzyme, a Sanofi company; gpskin; Incyte; Kiniksa Pharmaceuticals; LEO Pharma; MyOr; Novartis; Pfizer; Polyfins; Regeneron; Skin Actives Scientific; SUN Pharma Industries; TARGET PharmaSolutions; UCB; and VYNE Therapeutics. <br/><br/>Correspondence: Vivian Y. Shi, MD, Department of Dermatology, University of Arkansas for Medical Sciences, 4301 W Markham St, #576, Little Rock, AR 72205-7199 (vivian.shi.publications@gmail.com).<br/><br/>doi:10.12788/cutis.0608</p> </itemContent> </newsItem> </itemSet></root>