ArticleDermatologie (Heidelberg, Germany)2025
[Moulage 2.0: a cross-sectional study on a 3D-printed skin model in dermatological education and training].
Article in Dermatologie (Heidelberg, Germany), 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. An erratum has been issued. Cited by 1 paper.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
1 citing paper in PubMed.
Corrections and comments
- Erratum issued
Authors and funding
6 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
BACKGROUND AND
objectiveHistorical three-dimensional (3D) reconstructions of skin diseases, known as "moulages," were once indispensable in medical education but diminished in importance with the advent of photography. However, 3D characteristics that cannot be conveyed through two-dimensional (2D) photographs are essential in dermatology for the accurate diagnosis of skin diseases. The aim of this study was to test the use of a moulage created with modern 3D technologies in dermatological education and training, and to evaluate its benefit for teaching primary skin lesions (efflorescences) compared to established teaching media. MATERIALS AND
methodsA 3D scan of a face was digitally augmented with five dermatological primary lesions: plaque, macule, nodules, scars, and pustules. Using 3D printing polyjet technology, a full-color, 3D model in a flexible photopolymer material was generated in original size. This model was evaluated through a cross-sectional survey at a German university dermatology department, involving 214 medical students in the second clinical year, 22 dermatology residents, and 9 board-certified dermatologists. The model was compared to 2D and virtual 3D representations of skin findings using structured questionnaires completed by the participants.
resultsSubjectively, participants believed that conventional photographs were the least effective means of correctly identifying skin eruptions. Higher scores for perceived diagnostic confidence were observed with virtual 3D models, with the highest scores achieved using the 3D moulage. Participants supported the integration of modern moulages into medical education and the potential use of 3D models for surgical training. Medical students in particular found 3D moulages helpful for learning dermatological efflorescences.
conclusionThis study aimed to evaluate the usefulness of 3D technologies in modern dermatological education. Conventional 2D photography lacks the haptic information required for confident identification of primary skin lesions. Furthermore, 3D technologies enhance understanding and improve confidence in recognizing skin lesions. Modern 3D technologies offer an opportunity to enrich dermatological education through multisensory learning.
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