Abstract：
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.
摘要：
设计思维(DT)是一个五阶段的过程(移情，定义，ideate,原型,和测试），指导创建以用户为中心的复杂问题解决方案。DT在科学之外是常用的，但很少应用于解剖学教育。在这项研究中使用DT确定了在解剖实验室之外灵活访问解剖标本的必要性，并指导了三维（3D）解剖标本（3D解剖查看器）的数字图书馆的创建。为了测试资源是否适合用途，进行了混合方法的学生评估。使用系统可用性量表（SUS）和未经验证的可接受性问卷进行学生调查（n=46）。这些验证了3D解剖学查看器是可用的（SUS为72％）和可接受的（在所有Likert类型的调查声明中，协议范围为77％-93％，克朗巴赫的阿尔法=0.929）。通过内容分析对补充访谈（n=5）进行了分析，并揭示了三个主要主题：（1）可靠的在线补充学习资源；（2）具有3D真实感和交互性的学习解剖学；（3）扩大解剖模型数量的用户建议，测试问题,和游戏化元素。这些数据表明，数字孪生框架可以成功地应用于解剖学教育，以创建实用的学习资源。解剖学教育者应考虑采用DT框架，其中需要以学生为中心的解决方案来满足学习者的需求。
