Journal Der Deutschen Dermatologischen Gesellschaft最新文献

Background: The teaching of elementary skin lesions and the ABCDE rule are central components of undergraduate medical education in dermatology. This content is typically taught using photographs, moulages, or patient examples. Independent practice under supervision, however, is often difficult to implement in everyday clinical work. Standardized patients (SPs) equipped with moulages offer an opportunity to link technical content with communication skills.

Patients and methods: Using temporary, two-dimensional transfer tattoos or three-dimensional moulages, a wide range of common skin and nail changes can be realistically depicted on standardized patients and integrated into medical student teaching. Questionnaire-based evaluations and the results of a clinical, practical exam (Objective Structured Clinical Examination, OSCE) were used to assess the benefit and compare the required level of complexity.

Results: Eighty-six medical students in Leipzig participated in a voluntary small-group dermatology examination course to improve lesion description and skin cancer screening skills. Two-dimensional transfer tattoos specifically highlighted often-overlooked skin areas and supported training in conveying clinical findings. A total of 83.7 % of students reported a benefit from using two-dimensional tattoos. In the OSCE exam, no significant difference was observed between two- and three-dimensional depictions (p = 0.082; mean scores 22.54 vs. 23.28).

Conclusions: Transfer tattoos provide a simple and effective means of creating realistic dermatology teaching and examination scenarios. Two-dimensional tattoos are not inferior to more complex three-dimensional moulages when used with standardized patients in an examination context.

In the project funded by the Innovation Committee at the G-BA, the S3 guideline for the diagnosis and treatment of AA was developed between 2023 and 2025. The interdisciplinary expert panel consisted of representatives from the German Dermatological Society, in particular from the Pediatric Dermatology Working Group, the Professional Association of German Dermatologists, the German Society for Psychosomatic Medicine and Psychotherapy, the German Society for Pediatrics and Adolescent Medicine, the Austrian Society for Dermatology and Venereology, a hairdresser as an external consultant and two patient representatives. In the first of two parts, we present the key statements on epidemiology and the recommendations for diagnosis. Data from Germany show a population-based prevalence of AA of 0.22% (95% CI 0.21-0.22) for 2016 and 0.21% (95% CI 0.20-0.22) for 2020. This means that 170,000 people in Germany were diagnosed with alopecia areata (AA) in 2020. International data show a pooled prevalence of 2.1%, but with large regional differences. Data on the incidence of AA from Germany show that 72 patients per 100,000 were newly diagnosed with AA in 2020 (RR 0.072%; 95% CI 0.07-0.08). Extrapolated to the German population, this means that around 70,000 people were newly diagnosed with AA in 2020.

Background and objectives: Atopic dermatitis and psoriasis are chronic inflammatory skin diseases often linked to psychological stress. Integrative care models are lacking. This randomized pilot study aimed to develop and test a psychoeducational intervention for dermatology patients.

Patients and methods: Patients with a PHQ-2 score ≥ 3 at an outpatient inflammation center were randomized into an intervention or control group. The intervention group received three standardized educational sessions focusing on maladaptive schemas, coping strategies, psychoeducation, and emotion-focused techniques (e.g. chair-dialogues, imaginary rescripting).

Results: 19 patients received the intervention; 13 were in the control group. Post-intervention, significant improvements were observed in dermatological quality of life (DLQI), subjective well-being (WHO-5), and depressive symptoms (PHQ-9, BDI-II). Psychological benefits were largely independent of disease severity (PASI, EASI). Qualitative feedback highlighted usability, learning specific techniques, and a trusting therapeutic relationship.

Conclusions: A brief psychoeducational intervention significantly reduced psychological stress in dermatology outpatients. Further studies are needed to evaluate long-term effects and broader implementation.