FEATURES OF PROFESSIONAL TRAINING OF DERMATOLOGISTS: THE EXPERIENCE OF UKRAINE, FRANCE AND ITALY

Abstract

The professional training of dermatologists varies substantially across countries as a result of differences in health-care systems, historical trajectories of the specialty, and national approaches to medical education and professional regulation. In many EU settings, dermatology and venereology are organized as an integrated specialty; however, the duration of postgraduate training, admission mechanisms, and assessment models remain heterogeneous. At the same time, rapid digitalization of clinical workflows and the growing availability of artificial intelligence tools in dermatology (decision support, image-based assessment, triage, documentation and educational simulators) increase the need to strengthen competency-based training, data literacy, and critical appraisal skills. Preparing future specialists therefore requires not only solid clinical reasoning and morphological thinking, but also the ability to safely apply digital instruments, understand limitations and risks of algorithms, and maintain ethical and legal standards. Aim. To compare the structure of undergraduate and postgraduate training of dermatologists in Ukraine, France and Italy, with particular attention to the organization of specialization, the integration of dermatology with venereology, the timing and intensity of clinical exposure, and potential pathways for modernizing training in the context of digital transformation and AI adoption. Methods. A qualitative comparative analysis of open-access regulatory documents, national standards and university-level training frameworks was conducted. The analysis covered Ukrainian regulations governing internship and continuous professional development, French rules governing access to medical training and specialty allocation, and Italian mechanisms of quality assurance and organization of university specialization schools. The following parameters were assessed: overall curriculum structure, clinical workload, assessment methods, specialization pathways, competency profiles and requirements for independent practice. Results. Ukraine follows a state-regulated model with a strong theoretical focus, later clinical immersion and a shorter dermatovenereology internship (approximately two years). France relies on a highly standardized pathway with competitive national ranking for specialty choice and a four-year dermatology-venereology residency (DES) including structured rotations and a research component. Italy provides entry to specialization schools through a national competition after state qualification; training lasts 4–5 years and is characterized by intensive clinical practice, procedural dermatology and interdisciplinary integration. Conclusions. Key differences between systems relate to the duration and organization of postgraduate specialization, early clinical exposure and national selection mechanisms. Harmonization of standards while preserving national traditions, together with targeted integration of digital competencies and safe AI use principles, may enhance the quality of dermatology training and support professional mobility.