P067 From inbox to insight: dermatology teaching for administrative staff in an evolving digital world

Abstract

Dermatology administrative staff manage large volumes of patient contact, queries and escalation and are a vital part of the multidisciplinary team. However, they have limited structured dermatology teaching. With increasing use of teledermatology, remote triage and artificial intelligence-assisted dictation, opportunities for day-to-day clinical exposure are diminishing. We evaluated a structured dermatology teaching programme for administrative staff using quantitative before-and-after ratings and qualitative feedback. Staff completed Likert-scale ratings (1–5) before and after teaching on familiarity with dermatology conditions, treatments, and confidence handling patient queries. Thirteen staff across two hospital sites responded: 7 of 13 had > 10 years’ experience in dermatology, 3 of 13 had 5–10 years, 2 of 13 had 3–5 years and 1 of 13 had < 12 months). Median (interquartile range) familiarity with conditions improved from 3 (2–4) before the session to 4 (4–5) after (P = 0.003, Mann–Whitney U-test), and familiarity with treatments improved from 3 (3–4) to 5 (4–5) (P = 0.002). Confidence in handling patient queries increased from 3 (3–5) to 5 (4–5) but did not reach statistical significance (P = 0.12). Postsession statements were rated highly (generally 4–5 out of 5), indicating improved understanding, day-to-day usefulness and clearer escalation pathways. Free-text themes highlighted the value of clinical photographs, clear explanations of conditions and treatments, blood-test monitoring and insight into clinic workflows and clinician expectations. Dermatology-specific teaching for administrative staff was received positively and associated with significant improvements in self-rated familiarity with dermatology conditions and treatments, alongside high perceived usefulness and clearer escalation pathways. Confidence handling patient queries improved but was not statistically significant, likely reflecting the limited sample size and baseline heterogeneity. In evolving service models incorporating teledermatology and artificial intelligence-enabled documentation, structured educational programmes may be increasingly important to support administrative staff with fewer opportunities for experiential learning. Given the complexity and breadth of dermatology, similar educational initiatives may also be beneficial in other specialties with high administrative burden and complex care pathways.