Perspectives on integrating skin cancer education into the undergraduate curriculum: A qualitative study among interns and graduated students of the university of Bisha.

Background: Skin cancer poses a significant global public health challenge, yet undergraduate medical education frequently lacks comprehensive training on its recognition, diagnosis, and management. This qualitative study explores the perspectives of interns and graduate students from the University of Bisha on integrating skin cancer education into the undergraduate curriculum. Objective: To assess the experiences, challenges, and recommendations of medical trainees regarding the inclusion of skin cancer education in their undergraduate studies. Method: A qualitative research design was employed, focusing on in-depth interviews with 26 interns and graduated students from the University of Bisha. Participants were selected through purposive sampling to ensure diverse backgrounds and experiences. Data were collected using semi-structured interviews and analyzed through thematic analysis to identify patterns and insights regarding current educational practices and suggestions for improvement. Results: The study found considerable variability in exposure to skin cancer education among participants, with some reporting extensive coverage and others noting significant gaps. Most participants acknowledged the importance of skin cancer education in medical training. Key challenges identified included limited practical skills training, difficulty in lesion identification, and insufficient clinical exposure. Participants highlighted the effectiveness of case-based learning, clinical rotations, online videos, and visual aids. Recommendations for curriculum enhancement included increasing practical sessions, leveraging social media for education, and improving communication training. Conclusion: Integrating comprehensive skin cancer education into the undergraduate medical curriculum is crucial for preparing future healthcare professionals. Addressing identified challenges and implementing suggested improvements can enhance educational outcomes, ensuring that graduates are better equipped to manage skin cancer in clinical practice. These findings provide valuable insights for curriculum developers aiming to improve medical education and public health outcomes. [ABSTRACT FROM AUTHOR]