Inclusivity champions: For community dermatologists

Community dermatologists who serve as Inclusivity Champions are valuable partners to academic dermatology departments working to expand access to dermatology education and careers. By sharing expertise, mentorship, and early exposure opportunities, community dermatologists help reduce barriers related to limited access to role models, career guidance, and specialty awareness, supporting a more inclusive dermatology workforce.

Step one: Identify a medical school dermatology department.

Step two: Reach out to the department to connect with faculty involved in medical student education, mentorship, and outreach to students with limited access to dermatology opportunities.

Step three: Discuss current opportunities at the medical school to improve access, exposure, and support for students interested in dermatology, and identify where community partnership may add value.

Step four: Review the Inclusivity Champion Toolkit and discuss how its resources can be implemented at the medical school and within the surrounding community to reduce structural, logistical, and informational barriers.

Step five: Organize and participate in pipeline, mentorship, volunteer, and educational activities that increase awareness of dermatology careers among students with limited exposure to the specialty.

Inclusivity Champion Alex Ortega, MD, FAAD

Alex Ortega, MD, FAAD, assistant professor of dermatology at Oregon Health & Science University School of Medicine, works with medical and graduate students to creatively engage middle school, high school, and college students in medicine and science.

His efforts focus on expanding early exposure and supporting interest in medical and scientific careers.

Outreach ideas

• Participate in high school preparatory or enrichment programs hosted by medical schools to introduce students and families to careers in medicine and dermatology, particularly in communities with limited access to specialty education.

• Support programs that introduce high school students to the promise of cutaneous research and scientific discovery, helping reduce informational and exposure barriers.

• Visit or coordinate visits to local colleges at least twice per year to speak with pre-medical and health-focused student organizations about medical school and dermatology career pathways. Prioritize institutions that serve large numbers of students from medically underserved regions or communities, including public and state colleges.

Early exposure and outreach

• Host an informal welcome event (such as a pizza gathering) for medical students from backgrounds underrepresented in medicine early in their first year to introduce dermatology as a specialty and connect them with practicing dermatologists. Invite student organizations such as MAPS when appropriate.

• Share personal career journeys and discuss the value of broad representation in dermatology, while providing general guidance on exploring the specialty and preparing for medical training.

Pipeline and community engagement

• Mentor medical students who are interested in speaking with younger students in local high schools, middle schools, and elementary schools—particularly in schools serving historically underrepresented communities—to introduce health careers and dermatology.

• Provide ongoing guidance and support for these outreach efforts to help sustain long-term pipeline programs.

Students in the Pipeline Program are given a wristband.

Mentoring opportunities

• Serve as a mentor through the AAD Medical Student Mentorship Program.

• Participate in mentorship programs offered by organizations such as the Skin of Color Society, Women’s Dermatologic Society, and other groups supporting students from diverse backgrounds.

• Engage in faculty-led mentoring programs that support medical students during key transition points, particularly during the first year of medical school.

Academic and personal support

• Check in with students before and after major exams to offer encouragement and perspective.

• Meet periodically for informal check-ins (e.g., lunch or coffee) to provide support during the demands of medical training.

• Help connect students with tutoring services, counseling resources, and peer support when needed.

Program development and service

• Support or help establish a “Gotcha Covered”–style program (document download) at medical schools, pairing incoming students with faculty mentors early in training.

• Volunteer alongside students at free or low-cost dermatology clinics to increase exposure to patient care and community health needs.

• Invite students to participate in skin cancer check events and other community education initiatives.

• When appropriate, involve students in medical service trips to broaden their understanding of global and underserved health care delivery.