EYESORE

RESEARCH PROJECT

To to design a life-form model for use in Allied Health courses, that accurately simulates traumas caused by eye, ear and nose infections.

8 WEEKS

THE PROBLEM

I was a part of the Vocational Research Experience Scheme run by QUT. I worked with Dr. Shayne Beaver to design a life-form model for use in Allied Health courses, that accurately simulates traumas caused by eye, ear and nose infections.

This project aimed to redesign their current make-shift Styrofoam mannequin head life-form model. To prepare for a lesson on eye, ear and nose traumas, Lab technicians would have to place Bovine eyes into this mannequin head and place dyes onto the eye to simulate various infections. The Lab Technicians were experiencing extensive issues with this process. They found that the life-form model’s material made it hard to sterilise and its facial structure did not hold the Bovine eyes in place.

THE SOLUTION

A prototype was designed to improve upon the issues with the current design. A CAD model was generated from sketches and iterations based on the research conducted. From there it was powder printed. A small scale model was produced due to cost considerations. This model would be used in the future to create more life-form models.

THE DESIGN BEFORE

Used as a training tool for students

Bovine Eyes are swabbed

Made from foam, making it buoyant and hard to clean

Takes a long time and multiple Technicians to set up

Not very human like

Limited Uses

FILMING PROCESS

SET UP

Technicians would prepare the life-form models before each class. This would consist of them layout out the styrofoam heads and placing in the bovine eyes. They would then add the solutions to simulate the various infections. A CPR mask was then placed over the top to secure this in place.

IN CLASS

The technicians would then transport the heads on a trolley and position them on the workstations for the students to use. They would also place additional tools that students would need to complete the class. The students would then interact with the life-form model, swabbing the eyes and manipulating the head similar to as if it were a real patient.

PACK-DOWN

After the class, the heads would then be placed back on the trolleys and transported back into the lab area. The eyes would be removed from the head and thrown away. Then the heads would be be submerged in large buckets to clean off the residue and ensure that they were sanitised. They would stay in buckets submerged for 30 minutes. Then they are dried off and stored to be used at a later time.

USER FEEDBACK

STUDENTS

(REGARDING CLASS)

Treated it like they would a patient
Nervous about the pressure
Thought it was lifelike
The model allows the students to gain a feel for how to perform the procedure on a person
Some thought the eyes were fine, others thought it was gross at the start
Thought the real eye provided a realistic learning experience
The model works well
Makeup helps make it look more realistic
Think it’s a useful way to teach the students
Concerned about the materials the model is made out of
Could be easier to clean and less likely to harbour bacteria

TECHNICIANS

(REGARDING SET-UP/PACK-DOWN)

They look pretty creepy (FITTING EYES)
Some of them you really have to trim back to be able to see the eye and fit them (FITTING EYES)
The worst part is the end when you have to cut the masks off, and take the eyes out and disinfect them all… it’s quite grizzly. It’s just oozing and gross (PACK DOWN)
A problem is, how to match what is in the photo with what they can create in the lab (MAKE-UP)
They are quite variable though, the eyes, some have a lot of trimming, some have not much (TRIMMING)
Once the heads are ready its pretty simple, just laying out all the (equipment) (SET UP)
This process definitely could be improved on, it’s quite rudimentary (PACK DOWN)
The biggest problem is how buoyant they are, and the ridiculous process of trying to weigh them down. It feels like you’re drowning a pair of heads. If we had a heavier head that wasn’t so buoyant, but not too heavy because you’ve got to be able to move them around… (DISINFECTION AND MODEL)
Because the class finishes around 7pm, it was really just one technician doing the disinfection… I rarely get out of here before 8-8:30pm (TIME)

DATA ANALYSIS

The video recordings and interviews gathered from the filming process were analysed. This was achieved by using the Nordus observer software. The data was coded into categories and presented in graphs and tables which can be seen below.

DESIGN CRITERIA

From the findings and the feedback from participants, design criteria were outlined. The main themes for the criteria are: aesthetics, usability, materials, space, time, cost, and lifespan. The criteria can be seen below.

AESTHETICS:

Diversity of models (skin tones / gender)Realistic texture of eye (visual and texture)

Visual cues to show medical conditions (redness/cloudiness)

Human features (eyelashes/eyelids)

USABILITY:

Must promote students to interact as if it were a live subject

Easy to clean and disinfect

Must accommodate the irregularities in regards to eye sizes

Waterproof

Anchors eyes or an easy way to secure them

Improve time and efficiency of the process of both the set up and pack down Flexible, in terms of possible health classes and demonstrations it can be used

Labels to indicate the models and also the eye

Stability on table

MATERIALS:

Diversity of models (skin tones / gender)Realistic texture of eye (visual and texture)

Visual cues to show medical conditions (redness/cloudiness)

Human features (eyelashes/eyelids)

SPACE:

Must be easily and efficiently stored

Transportable

TIME:

Preparation time ( <30min per class?)

Class time

Pack down time

COST:

Must improve upon current protocols

Eyes + time (prepare/set up/protocol/pack down/ sterilise/ store)

Materials used the new model

Number of new models

Technicians needed for the set up and pack down

Resources that are wasted or only single use (gloves, chemicals, makeup etc.)

LIFESPAN:

Should allow for parts to be replaced cheaply

Main model should last for long enough that the cost is made back to the department in terms of time saved and improved user experience

SKETCHING

From the findings and the feedback from participants, design criteria were outlined. The main themes for the criteria are: aesthetics, usability, materials, space, time, cost, and lifespan. The criteria can be seen below.

PROTOTYPING

From the findings and the feedback from participants, design criteria were outlined. The main themes for the criteria are: aesthetics, usability, materials, space, time, cost, and lifespan. The criteria can be seen below.

PROJECT REFLECTION

Being apart of the QUT Vocational Research Experience Scheme was a fantastic opportunity. I thoroughly enjoyed working on a research project in this capacity and working alongside QUT staff and students. I learned new research skills such as conducting interviews, observations by filming users, and using software to analyse data. This experience gave me insight into the research and design development process and prepared me for research focussed projects.