Dual‐extrusion 3D printing of anatomical models for education

Two material 3D printing is becoming increasingly popular, inexpensive and accessible. In this paper, freely available printable files and dual extrusion fused deposition modelling were combined to create a number of functional anatomical models. To represent muscle and bone FilaFlex^3D flexible filament and polylactic acid (PLA) filament were extruded respectively via a single 0.4 mm nozzle using a Big Builder printer. For each filament, cubes (5 mm³) were printed and analyzed for X, Y, and Z accuracy. The PLA printed cubes resulted in errors averaging just 1.2% across all directions but for FilaFlex^3D printed cubes the errors were statistically significantly greater (average of 3.2%). As an exemplar, a focus was placed on the muscles, bones and cartilage of upper airway and neck. The resulting single prints combined flexible and hard structures. A single print model of the vocal cords was constructed which permitted movement of the arytenoids on the cricoid cartilage and served to illustrate the action of intrinsic laryngeal muscles. As University libraries become increasingly engaged in offering inexpensive 3D printing services it may soon become common place for both student and educator to access websites, download free models or 3D body parts and only pay the costs of print consumables. Novel models can be manufactured as dissectible, functional multi‐layered units and offer rich possibilities for sectional and/or reduced anatomy. This approach can liberate the anatomist from constraints of inflexible hard models or plastinated specimens and engage in the design of class specific models of the future. Anat Sci Educ 11: 65–72. © 2017 American Association of Anatomists.     

Is This Mine to Keep? Three-dimensional Printing Enables Active,Personalized Learning in Anatomy

Understanding orbital anatomy is important for optometry students, but the learning resources available are often fragile, expensive, and accessible only during scheduled classes. Drawing on a constructivist, personalized approach to learning, this study investigated students’ perceptions of an alternative learning resource: a three-dimensional (3D) printed model used in an active learning task. A human skull was three-dimensionally scanned and used to produce a 3D printed model for each student. Students actively participated in model creation by tracing suture lines and coloring individual orbital bones during a practical class, then keeping the model for future study. Students’ perceptions of the 3D orbital model were examined through a questionnaire: the impact the model had on their learning; perceptions of the 3D orbit compared to traditional resources; and utility of having their own personalized model. The 3D orbit was well received by the student cohort. Participants (n = 69) preferred the 3D orbit as a resource for learning orbital bone anatomy compared to traditional learning resources, believing the model helped them to understand and visualize the spatial relationships of the bones, and that it increased their confidence to apply this knowledge. Overall, the participants liked that they co-created the model, could touch and feel it, and that they had access to it whenever they liked. Three-dimensional printing technology has the potential to enable the creation of effective learning resources that are robust, low-cost and readily accessible to students, and should be considered by anyone wishing to incorporate personalized resources to their multimodal teaching repertoire.     

新工科背景下3D打印技术本科教学实验室的建设

为了应对全球范围内新一轮的科技革命和产业革命,新工科建设成为了工程教育改革的新目标与新要求.在新工科背景下培养起来的学生必须具备牢固的基础知识和过硬的基本技能,适应社会和国家的需求.以3D打印技术教学为主要探究对象,阐述了新工科背景下3D打印技术应用于本科教学实验室建设中的课程体系构建、实验室建设、师资队伍以及人才培养...     

西班牙医学教育的现状和面临的挑战

西班牙的医学教育可分成三个不同的阶段,即本科生医学教育、毕业后医学教育和继续医学教育.本文介绍这三个阶段的现状、各阶段的优势和弱点、各阶段面临的挑战,以及如何看待国际社会对改革的支持.     

对波黑医学院校的综合评估

按照国际标准对波黑的5所医学院进行了内部评估和外部评估,参与者包括医学院管理人员、教师、学生以及外部评估专家.评估内容包括10个项目:学校宗旨和目标、课程、管理、教师、学生、设施和技术、经费情况、国际关系、内部质量保证和发展规划.结果表明,内部评估中有的学校高估了自己的总体表现,有的学校明显高估或低估自己在某些项目上的表现.评估工作表明,即使在复杂和不利的条件下,对医学教育进行建设性的、有组织的评估也是可能的.