Medical Mycology Education in Brazil: A Cross-Sectional Survey of Medical Schools.

Abstract

Background: Despite the high burden of fungal infections in Brazil, little is known about how medical mycology is taught in Brazilian medical schools. Adequate education is essential to improve clinical recognition, diagnosis, and treatment of fungal diseases.

Objectives: To assess the structure, content, and challenges of medical mycology education across medical schools in Rio Grande do Sul, Brazil.

Methods: A cross-sectional survey was conducted among all 21 medical schools in the state. Nineteen schools (90.5%) responded to a structured questionnaire addressing curricula, infrastructure, faculty training, and perceived barriers.

Results: All responding institutions include medical mycology in their curricula, though none offer it as a stand-alone subject. Teaching is typically embedded within microbiology (89.5%) and infectious diseases (57.9%). Only 21.1% dedicate over 40 h to the topic. While most schools address superficial (94.7%), systemic (94.7%), subcutaneous (89.5%), and opportunistic (94.7%) mycoses, practical diagnostic exercises are limited. Only 52.6% provide hands-on diagnostic training, and 42.1% have a dedicated mycology lab. Most instructors have doctoral degrees (73.7%), but only 10.5% specialized in mycology. Student evaluation and curricular updates are infrequent, and institutional support for mycology education remains constrained.

Conclusions: Mycology teaching in southern Brazil is widespread but insufficiently structured. Although the state has a strong historical tradition in fungal disease research, significant gaps remain in faculty expertise, infrastructure, and curricular innovation. Targeted investment in laboratory training and faculty development is urgently needed to strengthen clinical education preparedness.