Comparison between dermatology coursework and veterinary student experience in Indonesian and US veterinary programs.

Abstract

Background: Dermatological cases are commonly encountered worldwide. Dermatology specialists and a specific dermatology curriculum may not be available in some parts of the world.

Objectives: This study's first objective was to describe the dermatology curricula at a sample of American and Indonesian veterinary schools. The second objective was to investigate veterinary students' opinions regarding their readiness and confidence in managing dermatological cases.

Methods and materials: Two online questionnaires were designed and distributed to veterinary schools in both Indonesia and the United States. One questionnaire was designed to evaluate the details of the dermatology coursework and distributed to a conveniently selected representative faculty of each school via email. The other questionnaire, which was distributed to veterinary students through a listserv, surveyed students' opinions about their education. Data were analysed using descriptive statistics and thematic data analysis.

Results: In the United States, 63.7% of responding veterinary schools had a specific faculty member teaching dermatology. Dermatology coursework was mandatory in 55% and 0% of schools in the United States and Indonesia, respectively. Ten of 11 responding US schools offered dermatology rotations, yet this was only required for graduation in three schools. None of the Indonesian schools offered a dermatology rotation. Students in both countries reported that they were confident in their clinical skills regardless of the presence of a board-certified dermatology referral clinician.

Conclusions and clinical relevance: Our study presents an updated insight into dermatology education in the veterinary curriculum from the perspectives of both faculty and students in the United States and Indonesia.