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Background <p>Dermatology education relies heavily on visual learning, yet students exhibit diverse learning preferences categorized by the VARK model: Visual (V), Auditory (A), Reading/Writing (R), and Kinesthetic (K). Traditional teaching utilizing two-dimensional (2D) images primarily benefits visual learners whilst lacking tactile engagement. Three-dimensional (3D) skin lesion models address this limitation by incorporating kinesthetic learning, thereby enhancing students’ comprehension of lesion morphology and texture.</p> Objectives <p>To evaluate student perceptions and preferences regarding the integration of 3D skin lesion models with 2D images in a station-based dermatology learning approach.</p> Results <p>Most students (90.2%) preferred the combined approach utilizing both modalities. 2D images received marginally higher ratings than 3D models for diagnostic skill development (7.3 ± 3.0 vs. 6.8 ± 3.0) and clinical application (7.2 ± 3.0 vs. 6.7 ± 3.1). The primary advantages of 3D models were hands-on practice (74.5%), enhanced palpation skills (57.8%), and interactive learning opportunities.</p> Conclusions <p>The integration of 3D models with 2D images was well accepted by students and supports a multimodal learning approach aligned with VARK learning preferences. These findings suggest that 3D models may serve as a useful complementary tool in dermatology education. Further studies are needed to evaluate their impact on objective learning outcomes and clinical performance in diverse educational settings.</p>

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Integrating 3D skin lesion models with traditional 2D imagery in dermatology education: student perceptions within a VARK learning framework

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年6月17日

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  • Chayada Chaiyabutr,
  • Teerapat Paringkarn,
  • Rungnapa Thongyoo,
  • Pornpan Panjai,
  • Penvadee Pattanaprichakul,
  • Kanchalit Thanomkitti,
  • Silada Kanokrungsee,
  • Pattriya Jirawattanadon,
  • Pichaya Limphoka,
  • Somchai Chongpipatchaipron,
  • Suriya Lamsopa,
  • Kasem Yimchai,
  • Sumanas Bunyaratavej

摘要

Background

Dermatology education relies heavily on visual learning, yet students exhibit diverse learning preferences categorized by the VARK model: Visual (V), Auditory (A), Reading/Writing (R), and Kinesthetic (K). Traditional teaching utilizing two-dimensional (2D) images primarily benefits visual learners whilst lacking tactile engagement. Three-dimensional (3D) skin lesion models address this limitation by incorporating kinesthetic learning, thereby enhancing students’ comprehension of lesion morphology and texture.

Objectives

To evaluate student perceptions and preferences regarding the integration of 3D skin lesion models with 2D images in a station-based dermatology learning approach.

Results

Most students (90.2%) preferred the combined approach utilizing both modalities. 2D images received marginally higher ratings than 3D models for diagnostic skill development (7.3 ± 3.0 vs. 6.8 ± 3.0) and clinical application (7.2 ± 3.0 vs. 6.7 ± 3.1). The primary advantages of 3D models were hands-on practice (74.5%), enhanced palpation skills (57.8%), and interactive learning opportunities.

Conclusions

The integration of 3D models with 2D images was well accepted by students and supports a multimodal learning approach aligned with VARK learning preferences. These findings suggest that 3D models may serve as a useful complementary tool in dermatology education. Further studies are needed to evaluate their impact on objective learning outcomes and clinical performance in diverse educational settings.