{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,1,24]],"date-time":"2026-01-24T17:13:45Z","timestamp":1769274825027,"version":"3.49.0"},"reference-count":15,"publisher":"MJS Publishing, Medical Journals Sweden AB","license":[{"start":{"date-parts":[[2026,1,23]],"date-time":"2026-01-23T00:00:00Z","timestamp":1769126400000},"content-version":"unspecified","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Acta Derm Venereol"],"abstract":"<jats:p>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\u2019s 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\u2019s 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.<\/jats:p>","DOI":"10.2340\/actadv.v106.44059","type":"journal-article","created":{"date-parts":[[2026,1,23]],"date-time":"2026-01-23T08:47:19Z","timestamp":1769158039000},"page":"adv44059","source":"Crossref","is-referenced-by-count":0,"title":["National Learning Objectives in Dermatology and Venereology for the New Swedish Medical Programme"],"prefix":"10.2340","volume":"106","author":[{"given":"Sam","family":"Polesie","sequence":"first","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"John","family":"Paoli","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Kari","family":"Nielsen","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Andreas","family":"Sonesson","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Alexander","family":"Shayesteh","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Anna","family":"Josefson","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Charlotta","family":"Enerb\u00e4ck","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Emma K.","family":"Johansson","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Torborg","family":"Hoppe","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"1183","published-online":{"date-parts":[[2026,1,23]]},"reference":[{"key":"139485","unstructured":"L\u00e4kartidingen. Nu rullas nya l\u00e4karutbildningen ut. 2021. Available from: https:\/\/lakartidningen.se\/aktuellt\/nyheter\/2021\/08\/nu-rullas-nya-lakarutbildningen-ut\/."},{"key":"139486","doi-asserted-by":"crossref","unstructured":"Ireland P, Rosen R, Spencer S, Nielssen A, Rosen R. Evaluating dermatology education in Australia: medical students\u2019 and junior doctors\u2019 perceptions. Australas J Dermatol 2023; 64: e145\u2013e51.","DOI":"10.1111\/ajd.14000"},{"key":"139487","unstructured":"Anderson LW, Krathwohl DR. A taxonomy for learning, teaching, and assessing: a revision of Bloom\u2019s Taxonomy of Educational Objectives. New York: Longman; 2001."},{"key":"139488","doi-asserted-by":"crossref","unstructured":"Allouch S, Ali RM, Al-Wattary N, Nomikos M, Abu-Hijleh MF. Tools for measuring curriculum integration in health professions\u2019 education: a systematic review. BMC Med Educ 2024; 24: 635.","DOI":"10.1186\/s12909-024-05618-5"},{"key":"139489","unstructured":"Puerta Martinez F, Winterton D. Curriculum development in medical education \u2013 Part I: Laying the foundation with Kern\u2019s framework. Clinics in Medical Education 2025; 1. Available from: https:\/\/medicaleducationclinic.com\/articles-volume-1-issue-5-2025-01-02\/"},{"key":"139490","doi-asserted-by":"crossref","unstructured":"Singh M, Coulton A, King T, Salam A, Sharma M, Griffiths TW, et al. The British Association of Dermatologists\u2019 Undergraduate Curriculum Update 2021. Clin Exp Dermatol 2021; 46: 710\u2013714.","DOI":"10.1111\/ced.14534"},{"key":"139491","unstructured":"American Academy of Dermatology Association. Basic dermatology curriculum: medical student resources. 2025. Available from: https:\/\/www.aad.org\/member\/education\/residents\/bdc"},{"key":"139492","doi-asserted-by":"crossref","unstructured":"Hu A, Vender R. Undergraduate dermatology education in Canada: a national survey. J Cutan Med Surg 2018; 22: 31\u201337.","DOI":"10.1177\/1203475417725876"},{"key":"139493","doi-asserted-by":"crossref","unstructured":"Kliesener T, Jandek M, Navarini A, Brandt O, M\u00fcller S. Dermatology teaching for undergraduate medical students in clinical routine: a structured four-week curriculum. BMC Med Educ 2024; 24: 116.","DOI":"10.1186\/s12909-023-04921-x"},{"key":"139494","doi-asserted-by":"crossref","unstructured":"Harden RM. AMEE Guide No. 21: Curriculum mapping: a tool for transparent and authentic teaching and learning. Med Teach 2001; 23: 123\u2013137.","DOI":"10.1080\/01421590120036547"},{"key":"139495","doi-asserted-by":"crossref","unstructured":"Harden RM. The integration ladder: a tool for curriculum planning and evaluation. Med Educ 2000; 34: 551\u2013557.","DOI":"10.1046\/j.1365-2923.2000.00697.x"},{"key":"139496","doi-asserted-by":"crossref","unstructured":"Burge SM. Learning dermatology. Clin Exp Dermatol 2004; 29: 337\u2013340.","DOI":"10.1111\/j.1365-2230.2004.01463.x"},{"key":"139497","doi-asserted-by":"crossref","unstructured":"Sharma M, Murphy R, Doody GA. Do we need a core curriculum for medical students? A scoping review. BMJ Open 2019; 9: e027369.","DOI":"10.1136\/bmjopen-2018-027369"},{"key":"139498","doi-asserted-by":"crossref","unstructured":"Biggs J. Enhancing teaching through constructive alignment. Higher Education 1996; 32: 347\u2013364.","DOI":"10.1007\/BF00138871"},{"key":"139499","doi-asserted-by":"crossref","unstructured":"Burgess A, van Diggele C, Roberts C, Mellis C. Team-based learning: design, facilitation and participation. 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