Enhancing dermatology education: a short-course intervention for final-year medical students

Abstract

Background: Dermatological conditions are prevalent in outpatient consultations worldwide, representing up to 24% of primary care visits. However, dermatology education is often underrepresented in medical curricula, particularly in low- and middle-income countries (LMICs) like Sudan. This study aimed to evaluate the impact of a short dermatology course on final-year medical students' knowledge and confidence, with the aim of informing curriculum development in Sudan.

Methods: A mixed-methods interventional study was conducted with 50 final-year medical students at a public university in Khartoum, Sudan. Participants underwent a 15-hour dermatology course, covering essential knowledge and diagnostic skills tailored to the local disease burden. Pre- and post-course assessments were administered using a self-administered structured questionnaire. Quantitative data were analyzed using SPSS, and qualitative data from a focus group discussion were analyzed using an inductive open-coding approach.

Results: The study found significant improvements in participants' knowledge and diagnostic skills. Knowledge increased from an average of 48.2-83.4% (p < 0.001), and diagnostic skills improved from 54.6 to 90.2% (p < 0.001). The course notably enhanced students' ability to identify fungal infections, malignant lesions, and dermatologic emergencies. Focus group discussions revealed high satisfaction with the course's content, structure, and delivery, with students expressing increased confidence in managing dermatologic conditions during clinical practice.

Conclusion: A short dermatology course significantly improved knowledge and diagnostic confidence among final-year medical students in Sudan. Given the limited dermatology exposure in undergraduate curricula, such targeted educational interventions can bridge knowledge gaps and better prepare students for clinical practice in resource-limited settings. Future studies should explore long-term retention and practical skill assessment to further strengthen dermatology education.

Keywords: Dermatology education; Diagnostic skills intervention strategies; Knowledge improvement; Medical students.

Fig. 1

Overall Improvement in Knowledge, Diagnostic Skills, and Intervention Confidence After the Dermatology Short Course This figure illustrates the significant improvements in participants’ knowledge, diagnostic skills, and confidence in managing dermatological conditions following the completion of the short course. The pre-course and post-course assessments show marked gains across all areas, highlighting the effectiveness of the intervention

Fig. 2

Kirkpatrick’s four-level training model The model illustrates the progression from training to organizational impact through four levels: (1) Reaction: Participants’ initial engagement (smiley/feedback icon). (2) Learning: Knowledge gained (book/brain icon). (3) Behavior: Application of knowledge (stethoscope/action icon). (4) Results: Organizational outcomes (bar chart icon)