educational applications for 3d printing: human anatomy · 2018. 7. 29. · students studied...
TRANSCRIPT
Learning Activities
Psychology: Brain Puzzle
Background
Osteopathy: Upper Limb Anatomical Models
Educational Applications For 3D Printing: Human Anatomy
Ghaith Zakaria, Dr. Sonia Wilkie, Tania McDonald
Contact
@ghaith_zakaria
@soniawilkie007
@tanmac73
IssueProviding students with maximum laboratory timecan be difficult for many universities. Laboratories arelimited by the number of people they can hold, theyare often in high demand by competing courses, andit can be difficult to obtain cadavers or specimens.
With this in mind, Victoria University wanted toextend students' access to anatomy classes beyondthe laboratory sessions.
Solution To build human anatomical parts with the 3Dprinter.
Here we present two examples where 3D printedhuman anatomical parts enable teachers to extendanatomy classes outside of the laboratory, andstudents to gain additional hands-on experiencewith object-based learning activities.
1st year Osteopathy students learn the anatomy ofthe upper limb, memorising the individualanatomical terminology, structures, functions, howthey interact, conditions which affect thecorresponding parts, and what normal / abnormalanatomy looks like.
We printed the upper limb bones consisting of theClavicle, Scapula, Humerus, Radius, Ulna, Carpus,Metacarpals, and the Phalanges.
1st year Psychology students need tolearn the different regions andfunctions of the human brain.
They do not gain access to humanbrains during their study. Previouslystudents studied diagrams and imagesto memorise the different lobes andtheir functions.
The low cost for printing meant that we were ableto build a complete set of bones for each of the
We printed puzzle type models of the brain with each lobe adifferent colour.
ImpactStudent performance in the Osteopathy anatomy memorisation tasksimproved, increasing the unit pass rate by 10% (total pass rate of98%) compared with the 2017 delivery, which did not have access tothe 3D printed bones.
Feedback from students and academics was positive, and that thehands on learning experience assisted with understanding theanatomical concepts.
Students were provided with:• Clay to model the muscles & ligaments on
to the bones• String to model the neurovascular system
Providing a more detailed hands-on experience.
Extended Learning Activities
The models provide the foundation for many in-class activitiesranging from:• Assembling the models correctly• Labelling the lobes• Exploration and discussion of the lobe functionalities• Discussion combined with multimedia on how the
lobes interact with each other
ImpactInitial feedback from Psychology students suggests that designingthese object-based learning activities with multi-colored piecesrepresenting the different brain lobes, resulted in a more tangibleand engaging learning experience than was previously provided bythe activities based on textbook diagrams.
Models which are damagedduring the printing process wereused in activities wherebystudents learn to recognise anddiscern the appearance of normaland abnormal bones.
168 students to keep and take toclasses, allowing students to maximizetheir time and experiences with theanatomical models.