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

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.