3D printing and Education Innovation Award

Dr Claire Smith, Head of Anatomy

3D printed anatomy models

In researching how students learn anatomy, I was struck by the stages of learning and the interplay of different factors; spatial ability, personality and approach to learning. Anatomy is a three-dimensional (3D) subject and any learning which includes touch –mediated perception has been shown to increase understanding. The opportunity for 3D learning is limited to the dissection suite and I wanted to create opportunities for this type of learning in the students own environment.

In a process that has taken three years so far, we obtained consent for a recently-deceased individual to have a high fidelity CT scan and then rendered their data set to produce 3D models on a 3D printer. This sentence does make me smile as it is so easy to say but the amount of work involved was considerable.  Jointly with an MSc student, we undertook pedagogical research to assess the use and students perceptions of the 3D models. In a continual learning cycle, we have adapted them and the project has grown from a ‘loan system’ to a ‘buy system’, as none of the students wanted to bring the models back!

The project has grown from a ‘loan system’ to a ‘buy system’, as none of the students wanted to bring the models back!

The day to day work of the 3D printing is undertaken by Lucinda Evans, Anatomy Technician, and it is her who has the nightmares when it just prints a plastic blob! She has articulately developed her digital skills so that we have been able to successfully produced hundreds of 3D prints to date for our students.

I knew that this project was on the forefront of teaching techniques. 3D printing exists in anatomy but typically much more on a high scale, high price end. Our initiative is akin to a garden shed project – lower scale and lower cost – and hence the models can be offered to the students to purchase for just £5.

I was of course extremely delighted to be awarded the prize and look forward to presenting the work and collecting the award at ASME in Exeter later this year.

I decided to apply for the Education Innovation Award of ASME on the ‘you’ve got to be in it to win it’ philosophy and that I was just pleased that a team would read the application and know of the idea and the work going on within BSMS.  I was of course extremely delighted to be awarded the prize and look forward to presenting the work and collecting the award at ASME in Exeter later this year.  A manuscript is in submission that covers all of the work and I would be happy to share this if anyone would like further information.



Reflections on the flipped classroom

Dr Andy Brereton, Clinical Teaching Fellow

Andy teaching on the TIME course for new BSMS educators

I joined the Department of Medical Education at BSMS, in October 2016, as a Teaching Fellow. One of my motivations for applying for the job was the belief that this faculty could support me in my development as an educator. By refining my teaching skills, understanding and embedding technology (TEL), I would in turn, be providing the best recipe for learning.

Key to developing as a teacher I challenged myself to ask;

  • What motivates me to teach in a certain way?
  • Do I repeatedly use the same teaching method to deliver the key points of a session?

Today I facilitated a seminar (Week 5) on sepsis for my SSC in Module 103 #shocked using the flipped classroom approach.

This was the first time I had provided students with reading material (http://www.nejm.org/doi/full/10.1056/NEJMoa010307) and asked them to read it pre-session. This morning’s session was then spent collectively exploring the pathophysiology of sepsis and the evidence behind current clinical guidelines by critiquing appraising this sentinel paper (pre session reading material).

From my observation, this was the most interactive seminar so far and I’m pleased I tried something new! Better still, the students appeared to thoroughly enjoy the session.

Note to self: Be open to change…

New multimedia equipment available for producing learning resources

Filming Year 5 Obs Gynae Paeds example OSCE
(Copyright 2017 Brighton and Sussex Medical School)

Filming GP Integrated Cases in the studio
(Copyright 2016 Brighton and Sussex Medical School)

CJ editing video at her desk
(Copyright 2017 Brighton and Sussex Medical School)

This year we have been making use of a new collection of video and audio equipment to produce learning resources for our medical students. BSMS Learning Technologists, Tim and CJ, have been working with some of our subject leaders on the undergraduate course to create a range of resources to support teaching and learning.

Examples include:

  • Simulated OSCE videos to support new end of year exam in Year 4
  • Patient consultation videos for sexual health
  • Short ‘screencasts’ (recorded presentations) to enhance seminar teaching in neurology and GUM
  • Patient scenarios (using professional actors) for GP ‘integrated cases’ seminar teaching

The new equipment includes a fully portable video kit and laptops for loan to make it as flexible as possible and maximise its use for our teaching staff. Tim and CJ have the expertise to help you plan, record and produce multimedia learning resources that can support your teaching.

If you are teaching BSMS students and have an idea for a relevant multimedia resource, do get in touch with them: t.r.vincent@bsms.ac.uk or cj.taylor@bsms.ac.uk