Background One of the many identities a physician comes to form during their career is their identity as an educator. Exploring formation of this identity may enrich our understanding of how physicians make decisions related to their roles as educators, their behaviors, and how this ultimately influences the educational environment. It is the aim of this study to investigate educator identity formation of dermatology residents while early in their careers. Methods Drawing on a social constructionist paradigm, we conducted a qualitative study, utilizing an interpretative approach. We examined longitudinal data over a 12-month period using dermatology residents’ written reflections from their professional portfolios and semi-structured interviews. We collected this data as we progressed through and beyond a 4-month professional development program designed to encourage residents’ growth as educators. Sixty residents in their second, third, or final year of residency programs located in Riyadh, Saudi Arabia were invited to take part in this study. Twenty residents participated with sixty written reflections and 20 semi-structured interviews. Qualitative data were analyzed using a thematic analysis approach. Results Sixty written reflections and 20 semi-structured interviews were analyzed. Data was categorized according to themes corresponding to the original research questions. For the first research question regarding identity formation, themes included definitions of education, the process of education, and identity development. For the second research question, 1 theme entitled professional development program included, the following sub-themes: individual act, interpersonal activity, and an organizational undertaking, with many believing that residency programs should prepare residents for their educator roles. Participants also described newfound leadership ambitions of creating new dermatology fellowship programs as a result of taking part in the Resident-as-Educator program. Conclusions Our study provides insights on the dynamic formation of educator identities amongst dermatology residents. Investment in developing residents as educators through professional development programs may instigate transformational change on the individual physician level and profession’s level.

Background One of the many identities a physician comes to form during their career is their identity as an educator. Exploring formation of this identity may enrich our understanding of how physicians make decisions related to their roles as educators, their behaviors, and how this ultimately influences the educational environment. It is the aim of this study to investigate educator identity formation of dermatology residents while early in their careers. Methods Drawing on a social constructionist paradigm, we examined longitudinal data over a 12-month period using dermatology residents' written reflections from their professional portfolios and semi-structured interviews. We collected this data as we progressed through and beyond a 4-month professional development program designed to encourage residents’ growth as educators. Residents in their second, third, or final year of residency programs located in Riyadh, Saudi Arabia took part in this study. Qualitative data were analyzed using a thematic analysis approach. Results 60 written reflections and 20 semi-structured interviews were analyzed. The data is categorized into content themes and process-themes. Content themes included definition of education, the process of education, and professional development. Process-themes included the various identities being formed. Participants defined education as an individual act, interpersonal activity, and an organizational undertaking, with many believing that residency programs should prepare residents for their educator roles. Participants also described new found leadership ambitions of creating new dermatology fellowship programs as a result of taking part in the Resident-as-Educator program. Conclusions Our study provides insights on the dynamic formation of educator identities amongst dermatology residents. Investment in developing residents as educators through professional development programs may instigate transformational change on the individual physician level and profession’s level.

Cutaneous T-cell lymphoma (CTCL) describes a group of lymphoproliferative disorders characterized by localization of neoplastic T lymphocytes to the skin. Mycosis fungoides (MF) represents the most common type of CTCL and accounts for ∼60% of all primary cutaneous lymphomas. Apart from the classic type of MF, many clinical and histopathologic variants have been described. The malignant lymphocytes in MF are usually CD3, CD4 and CD45RO positive and CD8 negative. An unusual immunohistochemical profile of a CD4-negative and CD8-positive mature T-cell phenotype has been reported in a minority of patients; up to 20% of early-stage MF demonstrates a CD8-positive phenotype. There are only a few cases of a double-negative CD4/CD8 MF phenotype reported in the literature. We present the case of a 60-year-old male presenting a double-negative CD4/CD8 MF phenotype.

Unter dem Begriff der kutanen T-Zell-Lymphome (CTCL) wird eine Gruppe lymphoproliferativer Erkrankungen zusammengefasst, die durch Lokalisation neoplastischer T-Lymphozyten in der Haut gekennzeichnet sind. Die Mycosis fungoides (MF) ist die häufigste Form von CTCL; sie macht ∼60 % aller primären kutanen Lymphome aus. Neben der klassischen Form der MF sind zahlreiche klinische und histopathologische Varianten beschrieben worden. Die malignen Lymphozyten bei MF sind meist positiv für CD3, CD4 und CD45RO und negativ für CD8. Ein ungewöhnlicheres immunhistochemisches Profil eines CD4-negativen und CD8-positiven reifen T-Zell-Phänotyps wird bei einer Minderheit der Patienten beschrieben; in bis zu 20 % der Fälle von MF im Frühstadium liegt ein CD8-positiver Phänotyp vor. Über einen für CD4 und CD8 doppelt-negativen MF-Phänotyp gibt es nur einige wenige Berichte in der Literatur. Wir stellen hier den Fall eines 60-jährigen Mannes mit MF mit CD4/CD8-doppelt-negativem Phänotyp vor.