A method of transforming 3D models or animations into 3D educational objects for providing educational experiences addressing personalised learning paths of students or trainees is provided. The method comprises converting (1500) the 3D models or animations into the 3D educational objects. The 3D educational objects are treated as a primary object to which sets of interactable digital assets provisioned by the Learning Phase Generator; transforming (1502) the conventional 2D or 3D digital assets to the 3D educational objects by implementing real time learning object modification; and associating (1504) learning information that comprises the 3D educational objects with specific locations on a surface of the primary object.

This invention relates to an apparatus for the creation of an anatomical model from an anatomical scan. The invention analyses an anatomical scan of a patient and then creates an anatomical model of that scan that is representative of the actual human head. In other uses the model can be constructed from multiple sample patients to create a model that is an example patient for a type of condition or disease which is desired to be modeled and studied. The invention manipulates the threshold of the CT scan to use the airspace around the tissue to construct a mold. In this way the airspace that surrounds the skull is first printed. Then the holes are sealed on the 3D printed skull and dropped into the mold. After this step is done you are then able to pour fluidic rubber materials in the gap between the model and the mold. Developing the mold in this manner enables the ability to rapidly re-produce a multi-tissue layered model with accurate anatomy of both soft tissue and bony structure. After the basic structure of the model is made other structures such as eyes and muscles can be made and attached to the skull before dropping into the mold sometimes, and then all the structures are embedded into the soft tissue/skin. In addition, the system and methods allows for other structures such as a tumor to be embedded as well.

A nasal simulator includes a three-dimensional (3D) printed nasal cavity within based on diagnostic imagery of a human nasal cavity. The nasal simulator comprising a fan system positioned to mimic air flow through the human nasal cavity. A first probe access bore is formed through the 3D printed nasal cavity to a first location having a first internal contour. An anemometer insert having an outer diameter sized to be slidingly received in and to pneumatically seal the first probe access bore, the anemometer insert having a distal contour that aligns with the first internal contour of the 3D printed nasal cavity, the anemometer insert having a longitudinal bore that is sized to receive a probe of an anemometer to detect characteristics of the air flow through the 3D cavity.

A nasal simulator includes a three-dimensional (3D) printed nasal cavity within based on diagnostic imagery of a human nasal cavity. The nasal simulator comprising a fan system positioned to mimic air flow through the human nasal cavity. A first probe access bore is formed through the 3D printed nasal cavity to a first location having a first internal contour. An anemometer insert having an outer diameter sized to be slidingly received in and to pneumatically seal the first probe access bore, the anemometer insert having a distal contour that aligns with the first internal contour of the 3D printed nasal cavity, the anemometer insert having a longitudinal bore that is sized to receive a probe of an anemometer to detect characteristics of the air flow through the 3D cavity.

The present invention relates to the field of assisting teaching technology, and in particular, to a geometric pattern splicing device, which comprises m sets of splicing units, wherein each set of splicing units contains n types of splicing plates, and the splicing plate is made of a pasteable material or a magnetic structure for pasting or adsorbing the splicing plate on a carrier; the splicing plate is an isosceles triangle, the same set of splicing plates are similar triangles, the apex angles of the splicing plates are unequal in any two sets, and the bottom lengths of the ath type of splicing plates are equal; in the same set of splicing units, when the apex angle of the splicing plate is equal to 60.

The present invention relates to the field of assisting teaching technology, and in particular, to a geometric pattern splicing device, which comprises m sets of splicing units, wherein each set of splicing units contains n types of splicing plates, and the splicing plate is made of a pasteable material or a magnetic structure for pasting or adsorbing the splicing plate on a carrier; the splicing plate is an isosceles triangle, the same set of splicing plates are similar triangles, the apex angles of the splicing plates are unequal in any two sets, and the bottom lengths of the ath type of splicing plates are equal; in the same set of splicing units, when the apex angle of the splicing plate is equal to 60.

The invention provides a three-dimensional apparatus for problem solving, learning and presentation for modeling, teaching and illustrating exemplary problem solving or thinking. Some embodiments provide a puzzle-like form. Another preferred embodiment of the present invention provides for the building of a problem or topic or situation specific or custom learning or problem solving or investigatory or presentation aid. Embodiments of the invention may also incorporate or use electronic, digital, electro-mechanical, mechanical, electric or other devices, processors, controllers, or mechanisms, or input or output to or from such or similar elements, and wired or wireless or other networks or interfaces.

Embodiments of the invention are directed to a method of performing computerized simulations of image-guided procedures. The method may comprise receiving medical image data of a specific patient. A patient-specific digital image-based model of an anatomical structure of the specific patient may be generated based on the medical image data. A computerized simulation of an image-guided procedure may be performed using the digital image-based model. Medical image data, the image-based model and a simulated medical tool model may be simultaneously displayed.

The educational system for teaching mechanical failure includes first and second specimen pieces. The first and second specimen pieces are adapted to be magnetically joined to one another at a selected magnitude of magnetic force. A linear force measuring device, such as a load cell, is secured to the first specimen piece and a support frame. A linear actuator is secured to the support frame and the second specimen piece to selectively apply a separation force to the first and second specimen pieces. In use, a user may increase a magnitude of the separation force until the first and second specimen pieces separate from one another. The measured separation force when the first and second specimen pieces separate from one another is representative of a required force to cause mechanical failure.

The present disclosure is directed to an anatomical model and methods for using the same. The anatomical model of the present disclosure includes a plurality of simulated bodily structures that emulate the naturally occurring structures (e.g., organs, bones, and tissue) of the human body. The anatomical model of the present disclosure can be used to simulate clinical conditions observed in infant subjects and carry out medical procedures and interventions commonly practiced by clinicians under real-life conditions.