152 - Dynamic 3D printed anatomical models - can they help us teach complex anatomical movements?

Poster Board Number: 152
There are separate poster presentation times for odd and even posters.
Odd poster #s – first hour
Even poster #s – second hour

Co-authors:

Oliver Terry - McGill University; Gabriel Venne - Principal Investigator, McGill University

Abstract Body :
Introduction:Anatomy education primarily relies on digital presentations and cadaveric dissections, yet struggles to effectively convey complex kinetic movements. Digital presentations lack tangible interactivity, hindering student comprehension, and despite technological advances, limited access persists with cadaveric dissections. Prefabricated plastic models are available but are limited in representing dynamic anatomy, often being costly and impractical in resource-limited settings. 3D printing (3DP) emerges as a promising solution, offering quick, cost-effective fabrication of three-dimensional models. The project's aim is to demonstrate how one can leverage 3DP to create a dynamic anatomy teaching aid. The extraocular muscles (EOM) in particular were the focus of this project due to their intricate kinematics not easily demonstrated through traditional methods.Methods:The creation of the 3D printed anatomical teaching aid was done in three key steps: designing the 3D model, printing the model on a 3D printer, and assembly. The design process started with a review of the research on the anatomy and geometry of the EOM in relation to the globe and the orbit. A 3D digital sketch of the teaching aid was created based on publicly available 3D models in the computer assisted design software Fusion 360. Next, a fusion deposition material based 3D printer was used to print the individual components of the 3D sketch out of polylactic acid filament. Lastly, the teaching aid was assembled using the 3D printer components as well as prefabricated consumer materials (elastic cord, machine screws and a 16 mm ball bearing).Results:The presented model effectively simulates the intricate effects of EOM on gaze direction. It offers interactivity, allowing users to pull on individual elastics to simulate EOM activation, with adjustable elastic tension for simulating conditions like EOM paralysis or entrapment. Conclusion:This model demonstrates the potential of 3DP tools to create dynamic anatomy models, addressing challenges faced by traditional methods in anatomy education. The interactive and cost-effective nature of these models holds promise for enhancing anatomy pedagogy. Combining 3DP with off-the-shelf components enables the simulation of diverse dynamic and static aspects of anatomy. The conclusion suggests avenues for further research, such as developing a freely available model database or large-scale production of key educational models.