Abstract
BACKGROUND: Three dimensional (3D) models have shown promise in enhancing medical education across various specialties. However, the application of 3D-silicone skin models in dermatology education remains underexplored, particularly in Saudi Arabia. To our knowledge, this is the first study in Saudi Arabia to evaluate 3D skin models as a teaching tool for undergraduate medical students. OBJECTIVE: To evaluate the effectiveness of 3D-silicone skin models as a teaching tool in dermatology education for undergraduate medical students. METHODS: This quasi-experimental study was conducted at Imam Abdulrahman Bin Faisal University (2024-2025) and included 97 fourth year medical students, of whom 75 completed both pre- and post-intervention surveys. Following a dermatology lecture, students completed diagnostic assessments using two-dimensional (2D) photographs and subsequently 3D silicone models (Simu-Skin™, Mater Transformation). Outcomes included diagnostic accuracy, satisfaction, confidence, and perceived realism. Statistical analyses were performed using IBM SPSS v26.0 employing McNemar's test, t-tests, Chi-square tests, Cohen's kappa, and effect size calculations. RESULTS: A total of 97 participants (53 females and 44 males) were included, with the majority reporting previous exposure to dermatology. No significant differences were found based on gender or prior dermatology experience (p > 0.05). Diagnostic accuracy using 2D models was initially high, with over 90% correct lesion and category identifications. Although diagnostic accuracy improved after exposure to the 3D models, the change was not statistically significant (p > 0.05). The 3D models were highly rated for satisfaction (mean 4.60-4.88/5), confidence in clinical application (mean 4.68-4.81), and perceived realism. CONCLUSION: 3D-silicone based models produced modest but consistent improvements in diagnostic accuracy and were highly rated for satisfaction and realism. These findings support the integration of tactile simulation into dermatology education and underscore the need for further validation through larger, more diverse cohorts.