A Sustainable Medical Anatomy Program Supported With Small 3‐D Printed Human Parts

Abstract

PurposeCadaver dissection is a rite of passage for medical students in the U.S. Learning gross human anatomy though the identification, characterization and functions of tissue, bone and organ, etc. is a unique visual, tactile and visceral experience. Numerous ethical issues surround the proper acquisition of cadavers using informed, implied consent, willed body program and collection of bodies that are abandoned in hospitals and morgue that make cadaver harvesting a continuing challenge.Sustaining a human cadaver anatomy lab requires look at two distinct lenses: as curriculum and financial opportunities. The Human anatomy lab is a unique learning that students have to perform their exploration and examination within this controlled environment. The opportunity to learn about specific diseases that have physical manifestations in the human body such as cavitation and black tar deposit in smokers, cataracts in the eyes and other organ‐based tumors are possible as manufactured specimens in a 3‐D printer which have become affordable to acquire and maintain.Human anatomy labs that can house numerous bodies require a climate controlled space, trained personnel, safety and septic protocols, a robust cadaver donation and body cremation program that can is costly to operate. Other methods such as plastination which preserves the human cadaver for longer periods of time, prosections for close‐up study of specific sections of the human body typically cost less than a full‐body cadaver, simcadavers which are full body synthetic cadavers and computer based cadavers are available as human cadaver lab replacements or supplements.MethodsThe first phase of this program is to create a pilot program that will create a talent base of instructors, staff and students who can be proficient in the use of a 3‐D human anatomy modeling program and in the use of 3‐D printers. Instructional activities will incorporate “Learning through Design” that will use Higher Order Benjamin Bloom's taxonomy of learning objectives in the “Create” level which is one of the highest level of cognitive dimensions. Students will start off with basic virtual organ models that can be modified and specific morbidities designed with them. Students will be assigned in teams to work on their models and print them for peer and instructor critique and study.ResultsStudents in the Gross Anatomy basic medical science curriculum will be able to experience learning not just by dissecting, probing and analyzing human anatomy but also through the building of models and printing them in a three dimensional format. There will be some learning curves for the faculty, staff and students to implement this innovative “Learning through Design” program which will challenge and eventually innovate the teaching of anatomy to medical students.ConclusionThis proposed enhancement of the teaching of gross anatomy in a basic medical science curriculum looks at not replacing the traditional cadavers but supplementing the program through specific human anatomical parts such as the prostate gland, testicles and breast tissue, etc. and reproducing gross anatomical diseases such as organ specific tumors and lung damaged tissue of smokers, etc. Faculty and students will learn how to use a three dimensional software to model the gross organs and a three dimensional printer. Students can create the specific organ with the associated morbidity without the fear of contracting contagious diseases.Support or Funding InformationNone