Using design thinking to create and implement a 3D digital library of anatomical specimens.

Autor: Titmus M; Curtin Medical School, Curtin University, Bentley, Western Australia, Australia., de Oliveira BI; Curtin School of Allied Health, Curtin University, Bentley, Western Australia, Australia., Ellery P; Curtin Medical School, Curtin University, Bentley, Western Australia, Australia., Whittaker G; Curtin Medical School, Curtin University, Bentley, Western Australia, Australia., Radley H; Curtin Medical School, Curtin University, Bentley, Western Australia, Australia., Radunski M; Curtin Medical School, Curtin University, Bentley, Western Australia, Australia., Ng L; School of Health Science, Swinburne University, Melbourne, Victoria, Australia., Helmholz P; School of Earth and Planetary Sciences, Curtin University, Bentley, Western Australia, Australia., Sun Z; Curtin Medical School, Curtin University, Bentley, Western Australia, Australia.
Jazyk: angličtina
Zdroj: Clinical anatomy (New York, N.Y.) [Clin Anat] 2024 Jun 28. Date of Electronic Publication: 2024 Jun 28.
DOI: 10.1002/ca.24198
Abstrakt: Design thinking (DT) is a five-stage process (empathize, define, ideate, prototype, and test) that guides the creation of user-centered solutions to complex problems. DT is in common use outside of science but has rarely been applied to anatomical education. The use of DT in this study identified the need for flexible access to anatomical specimens outside of the anatomy laboratory and guided the creation of a digital library of three-dimensional (3D) anatomical specimens (3D Anatomy Viewer). To test whether the resource was fit for purpose, a mixed-methods student evaluation was undertaken. Student surveys (n = 46) were employed using the system usability scale (SUS) and an unvalidated acceptability questionnaire. These verified that 3D Anatomy Viewer was usable (SUS of 72%) and acceptable (agreement range of 77%-93% on all Likert-type survey statements, Cronbach's alpha = 0.929). Supplementary interviews (n = 5) were analyzed through content analysis and revealed three main themes: (1) a credible online supplementary learning resource; (2) learning anatomy with 3D realism and interactivity; (3) user recommendations for expanding the number of anatomical models, test questions, and gamification elements. These data demonstrate that a DT framework can be successfully applied to anatomical education for creation of a practical learning resource. Anatomy educators should consider employing a DT framework where student-centered solutions to learner needs are required.
(© 2024 The Author(s). Clinical Anatomy published by Wiley Periodicals LLC on behalf of American Association of Clinical Anatomists and British Association of Clinical Anatomists.)
Databáze: MEDLINE
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