Structure-function relationships, 3D printing and public engagement – developing teaching exercises to integrate core principles and communication skills with a modern technological approach

Introduction
Teaching and learning approaches in medical science must keep pace with advances in understanding and technology to support modern and relevant education. With an ever increasing need to engage with the public to develop trust and transparency around medical science, student understanding must translate to improved public engagement to expedite appreciation of science amongst the general public.

The aim of this teaching development project was to create an educational exercise for undergraduate students that would integrate elements of drug design, 3D structural understanding and public outreach.

Process
A new 3D printing practical project for final year pharmacology undergraduates (35 students) was designed, where small groups select and print a drug target and some commonly used drugs that interact with it. Over the course of 4 different class sessions, groups complete the following activities:

• individual justification of drug target choice pitched at a lay audience
• group creation of a short video using the 3D models to demonstrate structure related to function, and aspects of molecular interactions
• group design of a new synthetic drug for the target using molecular modelling software incorporating key chemical modifications

Results
The assessments were challenging and effective at distinguishing between student abilities with a range from 65-90% normally distributed with a mean close to the 1st – 2.1 border (73.2 ± 5.3%).

Student feedback surveys reported (n = 32):

- 92% rated the project at 4 / 5 or 5 / 5
- 92% strongly or generally agreed that the exercise developed group working skills
- 73% strongly or generally agreed that the exercise developed data handling skills
- 77% strongly or generally agreed that the exercise developed problem solving skills

Free text comments suggested the variety of assessments and inclusion of peer assessment (for video exercises) were beneficial to student skills gain, and the project provided an engaging way to learn about a variety of complex topics in an integrated way.

Discussion
The design of this new teaching exercise was successful in terms of creating a modern, technological way of integrating key topics. The assessments provide a holistic view of student skills relating to specific discipline areas, but also include many transferable skills that fit well into the exercise. The data evidence the success of this project, and the simplicity of the overall design could be easily adapted to any area of medical science where structure and function are related.