Using design thinking to create and implement a 3D digital library of anatomical specimens
Morgan Titmus1, Beatriz Ir de Oliveira2, Paul Ellery1
1Curtin Medical School, Curtin University, Bentley, Western Australia, Australia.
Clinical Anatomy (New York, N.Y.)
|June 28, 2024
Summary
Design thinking successfully created a 3D Anatomy Viewer for flexible learning. This user-centered approach enhanced anatomical education by providing accessible, interactive 3D models for students.
Area of Science:
- Medical Education
- Anatomical Sciences
- Human-Computer Interaction
Background:
- Design thinking (DT) is a user-centered problem-solving framework rarely applied in anatomical education.
- Traditional anatomy education often lacks flexible access to learning resources outside the laboratory.
Purpose of the Study:
- To apply design thinking to address learner needs in anatomical education.
- To develop and evaluate a digital 3D anatomical specimen library (3D Anatomy Viewer).
Main Methods:
- A mixed-methods evaluation involving student surveys (n=46) using the System Usability Scale (SUS) and acceptability questionnaires.
- Content analysis of supplementary interviews (n=5) to explore user experience and recommendations.
Main Results:
- The 3D Anatomy Viewer was found to be usable (SUS score of 72%) and acceptable (77%-93% agreement).
- Interviews revealed the resource as a credible online tool for learning anatomy with 3D realism and interactivity.
- Students recommended expanding content, including test questions and gamification.
Conclusions:
- Design thinking is an effective framework for creating student-centered anatomical learning resources.
- The 3D Anatomy Viewer demonstrates the potential of digital tools to enhance anatomy education.
- Anatomy educators should consider design thinking for developing innovative, learner-focused solutions.
Keywords:
3D visualizationanatomy visualisationcadaverdesign thinkingdigital technologylearning resourcephotogrammetrystudent‐centered
