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Design Thinking and 3D Anatomy: Creating a Digital Library for Anatomy Education

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This article explores the application of design thinking (DT) in developing a digital library of 3D anatomical specimens for educational purposes. It highlights the need for flexible access to anatomical resources, evaluates the usability and acceptability of the 3D Anatomy Viewer through student feedback, and discusses the potential of DT to enhance anatomical education.
  • main points
  • unique insights
  • practical applications
  • key topics
  • key insights
  • learning outcomes

  • • main points

    • 1
      Innovative application of design thinking in anatomical education
    • 2
      Comprehensive evaluation of user experience through mixed methods
    • 3
      Focus on student-centered learning solutions

  • • unique insights

    • 1
      The DT framework effectively identifies and addresses learner needs in anatomy education
    • 2
      The 3D Anatomy Viewer enhances learning through interactivity and realism

  • • practical applications

    • The article provides valuable insights into creating effective digital learning resources tailored to student needs, enhancing engagement and understanding in anatomy education.

  • • key topics

    • 1
      Design thinking in education
    • 2
      3D anatomical visualization
    • 3
      User-centered design in learning resources

  • • key insights

    • 1
      Demonstrates a practical application of design thinking in a specific educational context
    • 2
      Provides empirical evidence of the effectiveness of the 3D Anatomy Viewer
    • 3
      Offers recommendations for future enhancements based on user feedback

  • • learning outcomes

    • 1
      Understand the application of design thinking in educational resource development
    • 2
      Evaluate the usability and effectiveness of digital learning tools
    • 3
      Identify student needs and preferences in anatomical education
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“ Introduction to Design Thinking in Anatomy Education

Anatomical science is evolving, blending traditional methods with modern learning resources. Design Thinking (DT), a user-centered problem-solving approach, offers a structured way to create effective educational tools. This article explores how DT can be applied to anatomical education, focusing on the creation of a 3D digital library of anatomical specimens.

“ Identifying Learner Needs in Anatomy: The Empathize and Define Stages

The first steps in DT involve understanding the end-user's perspective. Through observations and experiences, key learner needs were identified, including the desire for flexible access to anatomical specimens, 3D context, and feedback. This phase culminated in the question: "How might we offer an anatomy experience that allows students to learn interactively from real body donor specimens and receive feedback, without requiring them to be in wet anatomy laboratories?"

“ Ideation: Exploring Anatomical Learning Technologies

A symposium brought together anatomy educators to discuss available technologies and their pros and cons. 3D digital models, virtual reality, and medical imaging were considered. The advantages of 3D digital models, such as facilitating spatial anatomy knowledge and scalability, made them a promising option.

“ Prototyping the 3D Anatomy Viewer

A prototype digital library, the 3D Anatomy Viewer (3DAV), was developed. This involved creating photogrammetric 3D models and securely hosting them online. The goal was to create a resource that could be tested with students to assess its usability and acceptability.

“ Testing and Evaluation: Student Feedback on the 3D Anatomy Viewer

The 3DAV was deployed to multiple anatomy units, and students were invited to participate in a mixed-methods evaluation. Surveys and interviews were used to gather feedback on the resource's usability and acceptability. This testing phase was crucial for understanding how well the 3DAV met student needs.

“ Key Findings: Usability and Acceptability of the Digital Library

Student surveys indicated that the 3D Anatomy Viewer was usable (SUS of 72%) and acceptable (agreement range of 77%-93%). Interviews revealed themes such as the resource being a credible online learning tool, enhancing learning with 3D realism, and suggestions for expanding the model library and adding gamification elements.

“ Discussion: The Role of Design Thinking in Modern Anatomy Education

Design thinking provides a structured framework for creating user-centered learning resources. By focusing on the needs of anatomy students, educators can develop tools that enhance learning and engagement. The 3D Anatomy Viewer demonstrates the potential of DT in addressing specific challenges in anatomy education.

“ Future Directions: Expanding the 3D Anatomy Viewer

Based on student feedback, future development of the 3D Anatomy Viewer could include expanding the number of anatomical models, incorporating test questions, and adding gamification elements. These enhancements would further improve the resource's usability and effectiveness.

“ Conclusion: Design Thinking as a Framework for Practical Learning Resources

This study demonstrates that design thinking can be successfully applied to anatomical education to create practical learning resources. By focusing on student needs and iteratively developing solutions, educators can leverage DT to enhance the learning experience and address specific challenges in anatomy education. The 3D Anatomy Viewer serves as a successful example of this approach.

 Original link: https://pmc.ncbi.nlm.nih.gov/articles/PMC12005699/

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