National Learning Objectives in Dermatology and Venereology for the New Swedish Medical Programme

TL;DR

This paper proposes national learning objectives for dermatology and venereology in Sweden's new medical program to ensure consistent education and competence.

Contribution

It presents a consensus-driven framework of 36 learning objectives and 124 core diagnoses/medications for standardized medical training.

Findings

A structured process identified 36 learning objectives and 124 core diagnoses/medications through educator and GP input.

The objectives cover knowledge, practical skills, and professional attitudes in dermatology and STI management.

Implementation aims to evaluate impact and prioritize student-centered learning in future education.

Abstract

Effective medical education relies on clearly defined learning objectives that foster deep and meaningful learning. This article presents a consensus-driven proposal for national learning objectives in dermatology and venereology within Sweden’s new medical programme qualifying for licensure. The primary aim is to harmonize educational standards across all medical faculties and to establish a common understanding of the expected level of knowledge and competence at the point of medical licensure. Using a structured approach, existing curricula were analysed and categorized according to a modified version of Bloom’s taxonomy. The initial list of objectives and core conditions was then expanded through input from invited educators at all participating medical faculties as well as practising GPs. One designated assessor from each institution independently reviewed the expanded material to determine the expected knowledge level for each condition and to assess whether any items fell outside the intended scope. This process resulted in the identification of 36 learning objectives, along with a list of 124 core diagnoses and/or medications. The learning objectives encompass knowledge, practical skills, and professional attitudes in the management of dermatological and sexually transmitted diseases. The next step is to implement them with the aim of evaluating their impact on dermatology and venereology education. In this future work, student involvement should be prioritized to ensure a learner-centred approach throughout the process.

Effective teaching and meaningful learning stem from clear, student-centred objectives that promote engagement and deep understanding. Nationally standardized goals enhance consistency in medical education, support collaboration, and ensure comparable competencies among undergraduates in dermatology and venereology. This consensus-based proposal, developed by representatives from all Swedish medical faculties, outlines national learning objectives for the new medical programme qualifying for licensure. The aim is to establish a unified educational standard that guides teachers on what to teach students during their clinical training, and to support teachers’ continued professional development, thereby strengthening the quality and coherence of medical education in Sweden.