Music literacy training in dermatology: A mixed methods cohort study of postgraduate education

Abstract Background We have previously pioneered arts‐based training to enhance clinical skills in senior and resident dermatologists. However, the utility of music to support the development of dermatological skills such as listening, observation, description and communication is unexplored. Objectives We hypothesised that music literacy training (MLT) would enhance the clinical dermatology skills of newly qualified doctors and could be effectively delivered in a single‐session virtual format. Methods Our training comprised a 2.5‐h course held in October 2021 on the virtual meeting platform Zoom. The course was led by a music educator and included sessions which placed particular emphasis on listening to music, discriminating auditory cues to interpret imagery and meaning, and describe this to others. Participants explored concepts such as pitch, melody, pace, rhythm, dynamics and timbre by working collaboratively, independently and in small break‐out groups. All participants documented their learning journey through pre‐ and post‐course reflective essays and the training was evaluated by a pre‐ and post‐course dermatology clinical assessment. Results Music served as a catalyst for reflection and discussion, supporting significant improvement key clinical skills such as listening, clinical observation and description in newly qualified doctors. Participants reported increased confidence communicating with others and found the course structure enjoyable and fun. Conclusions Combined qualitative and quantitative evidence highlights the benefit of MLT in developing key clinical skills in newly qualified doctors which is effective when delivered in a single‐session, virtual format.