DT02: Are we prepared for the UKMLA? Mapping our local dermatology undergraduate syllabus to the new national curriculum

Rohan Mehra,¹ Matthew Scorer² and Ingrid Helbling²

¹University of Leicester Medical School and ²University Hospitals of Leicester NHS Trust, Leicester, UK

The United Kingdom Medical Licensing Assessment (UKMLA) will be used to assess all UK medical students graduating from 2025, as well as international medical graduates. Through a standardized assessment, the exam seeks to set a threshold for safe and effective practice. A content map was produced by the General Medical Council to support educators in modifying their curricula. Dermatology is subdivided into ‘conditions’ and ‘presentations’ within the map. However, dermatological disease is present throughout the curriculum and overlaps with other specialities. Guidance on mapping the new curriculum to the existing provision will enable educators to be better prepared for the transition. Thus, our research sought to analyse the current dermatological provision of a UK medical school against the UKMLA curriculum. Further comparisons were made between existing resources provided and the school’s intended learning outcomes to support dermatological educators. The undergraduate dermatology curriculum at a UK medical school was systematically evaluated against the UKMLA criteria by a student and two dermatology teachers. The new ‘mapped’ curriculum was subsequently compared with the educational resources currently provided to students. Shortcomings in provision were identified and shared with educators to enhance the dermatology learning experience for medical students. Core dermatological conditions, including cutaneous malignancy, inflammatory dermatoses and emergency dermatology were covered well within our existing curriculum. However, cutaneous infections, pressure sores and burns were less well covered. Dermatological conditions overlapped with the provision of surgery, infectious disease and paediatric specialities. While student resources for core dermatological conditions were plentiful, materials for these overlapping conditions were sparse. With the UKMLA set to commence in 2025, dermatology educators must be conversant with the upcoming examination and curriculum transition. Our study describes the process of mapping the new curriculum and identifying areas for educational improvement. Educators could use the British Association of Dermatologists’ lecture series, handbook and medical student app to cover these areas. A coordinated cross-speciality approach would prevent overlapping dermatological conditions from being overlooked and promote horizontal integration of curricula. Our results are highly valuable for those involved with dermatological education in addition to those providing ad hoc teaching to students. Our complete analyses and findings will be available to guide those wishing to be better prepared.