Specialty: Dermatology 

Keywords: Language concordance, Dermatology education, Latinx health

Background: Latinx individuals comprise nearly 40% of California’s population, yet remain underrepresented in dermatology. Spanish-speaking patients are frequently encountered in clinical practice, often without linguistically and culturally concordant care, contributing to lack of access and diagnostic delays. While medical Spanish education can help close communication gaps, representation also matters. Latinx physicians bring lived experience and cultural understanding that strengthens patient-doctor relationships and increases patient satisfaction. Addressing both educational gaps and workforce diversity is essential to achieving equitable dermatologic care.

Objective: To assess dermatology residents’ Spanish proficiency, prior training, and interest in a dermatology-specific Spanish curriculum, as well as perspectives on culturally responsive care.

Methods: We conducted an IRB-approved, anonymous cross-sectional survey, distributed to PGY2–PGY4 dermatology residents across 11 ACGME-accredited California programs. Program directors facilitated dissemination. The survey included multiple-choice and open-ended questions assessing Spanish proficiency, frequency of Spanish-speaking patient encounters, prior training, and interest in dermatology-specific Spanish education. Responses were analyzed using descriptive statistics and thematic analysis.

Results: Preliminary responses from all 11 participating programs indicate that over 65% of respondents regularly care for Spanish-speaking patients, and only 35% self-rated their Spanish proficiency as clinically adequate. More than 90% expressed strong interest in a structured, dermatology-specific Spanish curriculum. Open-ended responses highlight themes of cultural humility, improved rapport, and greater confidence in cross-cultural care. Responses were consistent across institutions, suggesting shared interest in linguistically and culturally responsive education.

Conclusions: Dermatology residents demonstrated interest in improving their Spanish communication skills and integrating cultural responsiveness into practice. These findings support the development of a dermatology-specific Spanish curriculum as a critical component of resident education. However, language proficiency alone may not ensure culturally concordant care. Increasing Latinx representation in dermatology and embedding cultural humility into training are essential steps toward building trust and equity. A dual approach, combining language instruction with intentional efforts to diversify the field, offers a more comprehensive pathway toward equitable dermatologic care.