Osman Wafa, Ibrahim Mohamed, Yaqub Siddig, Ibrahim Muhsin, Abdalla Haythem, Aljaili Ghada, Abuassa Nagmeldin, Hassan Ibrahim Nagmeldin
Faculty of Medicine, University of Bahri, Khartoum, Sudan.
Al-Neelain University Faculty of Medicine, Khartoum, Sudan.
BMC Med Educ. 2025 Jul 15;25(1):1053. doi: 10.1186/s12909-025-07649-y.
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.
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.
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.
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.
皮肤病在全球门诊咨询中很常见，占初级保健就诊人数的比例高达24%。然而，皮肤病学教育在医学课程中往往未得到充分体现，尤其是在苏丹等低收入和中等收入国家（LMICs）。本研究旨在评估短期皮肤病学课程对医学专业最后一年学生的知识和信心的影响，以便为苏丹的课程开发提供参考。
在苏丹喀土穆一所公立大学对50名医学专业最后一年的学生进行了一项混合方法干预研究。参与者参加了一个为期15小时的皮肤病学课程，该课程涵盖了根据当地疾病负担量身定制的基本知识和诊断技能。课程前后均使用自行填写的结构化问卷进行评估。定量数据使用SPSS进行分析，焦点小组讨论的定性数据使用归纳开放式编码方法进行分析。
研究发现参与者的知识和诊断技能有显著提高。知识水平从平均48.2%提高到83.4%（p<0.001），诊断技能从54.6%提高到90.2%（p<0.001）。该课程显著提高了学生识别真菌感染、恶性病变和皮肤急症的能力。焦点小组讨论显示，学生们对课程内容、结构和授课方式高度满意，他们表示在临床实践中处理皮肤病时信心增强。
短期皮肤病学课程显著提高了苏丹医学专业最后一年学生的知识水平和诊断信心。鉴于本科课程中皮肤病学的接触机会有限，这种有针对性的教育干预可以弥补知识差距，使学生在资源有限的环境中更好地为临床实践做好准备。未来的研究应探索长期记忆和实践技能评估，以进一步加强皮肤病学教育。
