OT Specific Training in 3D Printing

Course Syllabus

Introduction to 3D Printing for Occupational Therapy Practice

Course Information

Course title: Introduction to 3D Printing for Occupational Therapy Practice
Length: 6 sessions (1.5–3 hours each), plus optional open lab time
Format: Hands‑on labs, brief lectures, and a small‑group design project
Audience:

  • Occupational therapists and occupational therapy assistants
  • OT students in post‑secondary / graduate programs
  • Assumed starting level: no prior experience with 3D printing or CAD

Course Description

This course introduces occupational therapy professionals and students to 3D printing as a tool for creating custom adaptive equipment, therapeutic tools, and educational models. Learners with no prior technical experience will gain a basic understanding of 3D‑printing hardware, simple computer‑aided design (CAD) using Tinkercad, and a structured process for translating occupational performance problems into simple 3D‑printed solutions.

The course emphasizes hands‑on learning, clinical reasoning, and iterative design. By the end of the course, participants will have designed and prototyped at least one assistive device or OT‑relevant tool using an FDM (fused deposition modeling) 3D printer.

Course Goals

By the end of this course, participants will be able to:

  • Explain in plain language how 3D printing works and identify basic printer components.
  • Safely operate a fused deposition modeling (FDM) printer using pre‑configured settings and a provided workflow.
  • Use beginner‑friendly CAD software (Tinkercad) to design simple assistive devices (e.g., built‑up handles, key turners).
  • Apply OT clinical reasoning to define design requirements based on occupational performance problems and client factors.
  • Collaborate in small teams to design, prototype, and evaluate a simple 3D‑printed device for a case vignette.

Learning Outcomes

Upon successful completion, participants will be able to:

  1. Define key terms such as STL, slicer, layer height, infill, support, and filament, and describe the basic 3D‑printing workflow.
  2. Identify at least three potential OT applications of 3D printing in their practice context (e.g., adaptive equipment, therapy tools, educational models).
  3. Create and export at least two simple 3D models in Tinkercad that meet specified size and shape requirements.
  4. Use a provided slicing profile to prepare a model for printing and start a print under supervision, following safety and setup checklists.
  5. Analyze a case scenario, identify an occupational performance barrier, and generate written design criteria (dimensions, grip style, cleaning, safety) for a custom device.
  6. Produce at least one printed prototype, evaluate it against the design criteria, and propose specific modifications for improvement.

Required Tools and Materials

Hardware

  • At least 1–2 FDM 3D printers (e.g., Bambu, Prusa, Creality, or similar desktop FDM machines).
  • PLA filament (recommended for beginners and educational use).
  • MicroSD/SD/USB workflow or networked workflow, depending on institutional policies.
  • Basic tools:
    • Spatula/scraper for removing prints
    • Flush cutters or snips for support removal
    • Safety glasses (recommended)
    • Non‑flammable surface for printers

Computers and Software

  • Student computers/laptops with internet access.

  • Web browser (Chrome, Edge, Firefox, etc.).

  • Tinkercad accounts for all learners: https://www.tinkercad.com

  • Slicer software compatible with your printer (e.g., Bambu Studio, PrusaSlicer, Cura) with at least one stable PLA profile.

  • Physical Objects for Measurement and Testing

    • Pens and pencils
    • Toothbrushes
    • Spoons and other utensils
    • Keys and/or mock doorknobs or appliance knobs
    • Phones/tablets (or cardboard stand‑ins)
    • Rulers or digital calipers for measuring handles and objects

  • Course Handouts and Checklists

    • Printer diagram with labeled parts (bed, nozzle, extruder, filament, control screen).
    • “Novice 3D Printing Checklist” (step‑by‑step instructions for starting a print).
    • Tinkercad quick‑reference sheet (navigation, move, scale, rotate, group, holes).
    • Design criteria worksheet (for client‑centered device design).
    • Prototype evaluation form and project rubric.

Fusion 360 (for faculty or advanced learners)

  • Fusion 360 for Makers – Introductory, project‑oriented book for parametric modeling with Fusion 360.
  • Fusion 360 Basics Tutorial (or similar titles) – Step‑by‑step introduction to sketches, constraints, and simple parts.

FreeCAD, OpenSCAD, Blender (optional / advanced)

For most OT students, these are optional, intended more for faculty or advanced projects:

  • FreeCAD beginner tutorials / “FreeCAD Basic Tutorial” books – Parametric modeling in an open‑source tool.
  • OpenSCAD for 3D Printing – Introductory book for code‑based parametric modeling.
  • Blender 3D Printing Essentials – Focused on using Blender to create and repair models for 3D printing.

Grading and Evaluation

  • Participation and in‑class skill checks: 25%
  • Assignment 1 – Intro Modeling Tasks (Tinkercad Basics): 15%
  • Assignment 2 – Basic Assistive Device: 20%
  • Assignment 3 – Client‑Centered Design Project (Group): 30%
  • Reflections and Professionalism: 10%

Participation and Professionalism

Students are expected to:

  • Attend and actively participate in all hands‑on labs and discussions.
  • Contribute constructively to group work and respect peers’ ideas.
  • Follow safety rules and institutional policies for equipment use.
  • Complete short reflections at designated points in the course.

Assignments and Projects

Purpose: Build confidence with basic CAD operations before adding clinical complexity.

Assignment 1 – Intro Modeling Tasks (Tinkercad Basics)

Students complete three small models in Tinkercad:

  • Model A – Name Tag / Flat Token
    • Simple rectangle or shape with raised or recessed text.
    • Minimum size example: 40 × 20 mm, thickness 2–4 mm.
  • Model B – Simple Cylinder with Center Hole
    • Create a cylinder, then use a cylindrical “hole” to cut through the center.
    • Example dimensions: outer diameter 20 mm, inner diameter 10 mm, height 5 mm.
  • Model C – Generic Grip
    • Cylindrical grip with through‑hole suitable for use as a simple handle.
    • Example dimensions: outer diameter 25 mm, length 50 mm, inner diameter 10 mm.

Deliverables:

  • STL files for A, B, C; clear file naming; LMS submission.

Rubric (example)

  • Correct use of Tinkercad tools (move, scale, rotate, group, holes): 40%
  • Accuracy of dimensions and shape (within reasonable beginner tolerance): 40%
  • File naming, submission completeness, and following instructions: 20%

Assignment 2 – Basic Assistive Device

Purpose: Connect modeling skills to a simple occupational performance problem.

Project Choices (instructor can assign or let students choose one):

  • Built‑up utensil handle
  • Key turner or doorknob aid
  • Adaptive pen/pencil grip

Requirements

  • Work from a short case snippet (e.g., adult with RA and reduced grip strength, student with fine‑motor difficulty).
  • Measure the target object (handle, key, knob, etc.) using a ruler or calipers.
  • Design a removable device that:
    • Fits the object with appropriate clearance.
    • Enlarges or changes the grip to better match the client’s needs.
    • Has smoothed edges and basic ergonomic considerations.

Deliverables

  • STL file of the final design.
  • One‑page design summary including:
    • Case description (2–3 sentences).
    • Recorded object measurements and final design dimensions.
    • 2–3 bullet points explaining how the design supports occupational performance.

Rubric (example)

  • Clinical relevance: device clearly addresses the described task and client factors – 30%
  • Technical feasibility: geometry appears printable; reasonable wall thickness and dimensions – 40%
  • Written summary clarity and linkage to OT concepts – 20%
  • Professionalism (timely submission, file naming, following directions) – 10%

Assignment 3 – Client‑Centered Design Project (Group)

  • Purpose
    Practice full design‑thinking cycle: analyze a case, define criteria, design, prototype, and evaluate a device.

    Project Description

    In small groups, students receive a case vignette (e.g., neuro, ortho, peds, or community‑based). Each group designs and prototypes a 3D‑printed device that addresses a specific occupational performance barrier.

    Examples of Project Types

    • One‑handed grooming aid (e.g., floss holder) for a client with hemiparesis.
    • Pill carrier or cueing device for a client with cognitive and motor challenges who frequently misses doses.
    • Adaptive phone/tablet stand to reduce fatigue and support participation in online learning.
    • Knob or handle adapter for home appliance controls for a client with RA or limited grip.

    #### Phase 1 – Design Criteria Document

    Groups will:

    • Analyze the case and identify the primary occupational performance problem.
    • List relevant client factors (e.g., strength, range of motion, sensation, vision, cognition).
    • Describe environmental considerations (home, school, workplace, community).
    • Draft explicit design criteria, such as:
      • Dimensions and fit.
      • Required grip type (palmar, lateral pinch, gross grasp).
      • Cleaning and durability needs.
      • Safety and usability constraints.

    Deliverable:
    1–2 page design brief (template recommended), submitted as PDF or doc.

    #### Phase 2 – CAD Model and Prototype

    Groups will:

    • Model the device in Tinkercad according to the design criteria.
    • Export STL and submit for printing.
    • Work with the instructor or lab staff to print at least one prototype.

    Deliverables:

    • Final STL file.
    • (Instructor responsibility) Printed prototype for testing.

    #### Phase 3 – Evaluation and Revision Plan

    Groups will:

    • Test the prototype on the real or surrogate object (e.g., utensil, knob, phone).
    • Complete an evaluation form rating:
      • Fit and stability
      • Comfort and ergonomics
      • Functional performance of the intended task
      • Ease of use and cleaning
    • Identify at least three specific design modifications they would make in a second iteration.

    Deliverables:

    • Completed evaluation form.
    • Short “revision plan” (bullet list acceptable) specifying the proposed changes and rationale.

    #### Phase 4 – Presentation or Report

    Groups will:

    • Prepare a brief presentation (5–10 minutes) or a 2–3 page written report summarizing:
      • Case overview and occupational performance problem.
      • Final device design and how it addresses the problem.
      • Prototype testing results and planned modifications.
      • Reflections on feasibility, ethics, and limitations of using custom 3D‑printed devices in OT practice.

    Rubric (example)

    • Clinical reasoning and design criteria: 30%
    • Design implementation (functionality, appropriateness, creativity within constraints): 30%
    • Evaluation and iteration (depth of testing and specificity of revision plan): 25%
    • Teamwork and communication (clarity of presentation/report, equitable contribution): 15%

Session‑by‑Session Scope and Sequence (6 Sessions)

Session 1 – Introduction to 3D Printing in OT

Duration: 1.5–2 hours
Focus: Concepts, vocabulary, OT applications with focus on clinical/educational relevance.

Learning Objectives

  • Describe what 3D printing is and how FDM printing works.
  • Identify the main components of an FDM printer.
  • Outline the basic workflow: idea → model → slice → print → finish.
  • Identify at least three OT‑relevant applications of 3D printing.
  • Define key terms (filament, nozzle, bed, STL, slicer, G‑code).

Core Activities/Content Outline

  1. Warm‑up discussion – Occupational performance problems that might benefit from custom devices.
  2. Mini‑lecture + video –
  3. Printer tour – Use the Printer Diagram handout; walk through each part and its function.
  4. Printed object exploration – Pass around simple grips, handles, or models and discuss potential OT uses.

Activities

  • Brainstorm in small groups: “What occupational performance problems in your current or future practice might benefit from low‑cost custom objects?”
  • Share‑out and create a class list of potential applications.
  • Live demonstration: start a short pre‑sliced print (e.g., small test object) so learners can see the process.

Suggested supporting readings/resources

Session 2 – Hands‑On Printing and Safety

Duration: 1.5–2 hours
Focus: Safe operation and first supervised print using pre‑made files.

Learning Objectives

  • Follow a step‑by‑step checklist to start a print.
  • Describe key safety and policy considerations.
  • Recognize a failing first layer.
  • Recognize common beginner printer issues (bed adhesion, tangled filament).

Core Activities

  1. Safety briefing – Hot surfaces, moving parts, ventilation, supervision, institutional rules.
  2. Checklist walkthrough – Use the Novice 3D Printing Checklist to start a pre‑sliced print.
  3. Small‑group practice – Groups follow the checklist under supervision to start short prints.
  4. Debrief – Discuss pain points and questions.

Activities

  • Small groups use the “Novice 3D Printing Checklist” to:
    • Load filament (or simulate loading).
    • Choose a pre‑sliced file from SD/USB.
    • Start a print and monitor the first layers.
  • Brief troubleshooting demonstration (examples of a failed first layer, stringing, etc.).
  • Quick reflection discussion: “Which steps felt confusing? What would help you feel more confident?”

Suggested supporting resources

Session 3 – Tinkercad Basics (CAD Part 1)

Duration: ~2 hours
Focus: Basic CAD operations with no clinical complexity yet.

Learning Objectives

  • Navigate the Tinkercad workplane and view controls.
  • Create and manipulate basic shapes.
  • Use grouping and holes to create simple composite objects.
  • Export models as STL files.

Content Outline

  • Introduction to Tinkercad interface: workplane, grid, units.
  • Core tools: move, scale, rotate, align, group/ungroup, set shapes as holes.
  • Show a simple example of a completed print‑ready model.

Activities

  1. Guided Exercise A – Name Tag / Token
    • Students follow along to create a small name tag with text.
  2. Guided Exercise B – Cylinder with Hole
    • Students create a cylinder and subtract a cylindrical hole through the center.
  3. Independent Exercise – Generic Grip (Intro)
    • Students create a simple cylindrical grip using provided dimensions.
    • Export STLs for Models A, B, and C (this can feed directly into Assignment 1).

Suggested references

Session 4 – Tinkercad for Assistive Devices (CAD Part 2)

Duration: ~2 hours
Focus: Use Tinkercad to design simple, clinically relevant assistive tools.

Learning Objectives

  • Measure real objects and translate measurements to a model.
  • Design a removable grip or handle with basic ergonomic considerations.

Content Outline

  • Recap of Tinkercad operations.
  • Discussion of design constraints:
    • Measuring objects and adding clearance.
    • Basic ergonomics (diameter, length, edge rounding, surface features).
    • Avoiding extremely thin walls and unprintable overhangs.

Core Activities

  1. Review and design talk – Measuring, clearance, diameter, length, edge rounding.
  2. Instructor demo – Built‑up pen or utensil handle in Tinkercad.
  3. Guided mini‑project – Students measure a pen/toothbrush/utensil and design a removable grip (feeds into Assignment 2).
  4. Group share – Show examples, discuss design decisions.

Suggested supporting resources

Session 5 – Clinical Reasoning and Design Project (Part 1)

Duration: 2–3 hours
Focus: From occupational problem to design criteria and initial modeling.

Learning Objectives

  • Analyze a case vignette to identify performance barriers.
  • Write design criteria for a device.
  • Begin modeling a custom solution.

Content Outline

  • Short lecture/discussion: linking occupational performance, client factors, environment, and device design.
  • Considerations: grip type, ROM, strength, sensation, cognition, aesthetics, cleaning.

Core Activities

  1. Mini‑lecture – Link OT evaluation (task, client factors, context) to device requirements.
  2. Group case work – Use the Design Criteria Worksheet to analyze assigned cases.
    • Assign each group a short case scenario (e.g., RA affecting grip, hemiparesis, cognitive challenges with medication adherence, etc.).
    • Groups complete a design criteria worksheet.
  3. Initial modeling – Groups start designing their device in Tinkercad based on the criteria.
    • Groups begin modeling their device in Tinkercad.
    • Instructor circulates for feedback and feasibility checks.
  4. Export STLs – Submit for printing prior to Session 6.
    • Groups export their first‑pass STL and submit for printing.

Suggested supporting readings/resources

Session 6 – Design Project (Part 2), Printing, and Reflection

Duration: 2–3 hours
Focus: Prototype testing, evaluation, and reflection.

Learning Objectives

  • Test a 3D‑printed prototype against the case design criteria.
  • Identify strengths, limitations, and necessary design revisions.
  • Reflect on opportunities and constraints of 3D printing in OT practice.

Content Outline

  • Brief reminder of printer limitations (layer strength, texture, heat/cleaning considerations).
  • Distribution of printed prototypes.

Core Activities

  1. Prototype testing – Groups receive printed devices and test them on real/surrogate objects; complete the Prototype Evaluation Form.
    • Groups test their devices on appropriate objects.
    • Complete evaluation forms rating fit, comfort, effectiveness, ease of use, and cleaning.
  2. Revision planning – Groups identify at least three specific changes for a second iteration.
    • Groups identify at least three specific changes they would make for a second iteration.
  3. Presentations / summaries – Short presentations or 2–3 page reports.
    • Groups present their project or submit a written summary, including reflections on clinical use and limitations of custom devices.
  4. Course reflection – Discuss real‑world integration and limitations.
    • Class discussion about how 3D printing might realistically fit into their future practice or fieldwork.

Suggested supporting resources

Reflections and Short Written Tasks

Throughout the course, the instructor may assign short reflections such as:

  • After first exposure to the printer:
    • “What surprised you about how 3D printing works?”
  • After completing Assignment 2:
    • “How did your design choices support or fail to support the occupational performance problem you were targeting?”
  • After the final project:
    • “What do you see as the biggest opportunity and the biggest limitation for 3D printing in occupational therapy practice in your setting?”

These reflections can count toward the “Reflections and Professionalism” grade component.

Safety and Ethical Considerations

You may include or adapt the following policy language:

  • Students must follow all lab and equipment safety guidelines (hot surfaces, moving parts, electrical safety, and ventilation).
  • Students may not promise or provide 3D‑printed devices directly to real clients without explicit faculty oversight and adherence to institutional policies.
  • Devices produced in this course are prototypes for educational use and are not medical devices cleared by regulatory bodies.
  • Any clinical deployment of designs (e.g., through fieldwork or capstones) should involve appropriate supervision, testing, documentation, and liability review.

Handouts and Checklists (Full Text)

Printer Diagram – Text Labels

(Use with an annotated image of your printer.)

  • Print Bed – Surface where prints are built.
  • Nozzle / Hot End – Heats and extrudes filament.
  • Extruder – Feeds filament into the hot end.
  • Filament Spool and Holder – Stores and guides filament.
  • Gantry / Axes – Move print head/bed along X, Y, Z.
  • Control Screen / Interface – Menu and settings control.
  • Power Switch and Power Input – Turns printer on/off.
  • SD/USB Port or Network Connection – Loads G‑code files.
  • Cooling Fans – Cool hot end and printed layers.
  • Enclosure (if present) – Regulates temperature and airflow.

Novice 3D Printing Checklist

Title: Novice 3D Printing Checklist (FDM Printer, PLA)

Purpose: Step‑by‑step guide for students starting a print using pre‑configured slicer profiles.

  1. Before you begin
    • Confirm instructor permission to use the printer.
    • Check that the printer is on a stable, non‑flammable surface.
    • Ensure you have the correct filament (e.g., PLA) and that the spool is not tangled.
  2. Prepare the printer
    • Turn on the printer using the power switch.
    • Verify the print bed is clear of previous prints and debris.
    • If needed, gently clean the bed according to lab guidelines (e.g., wipe with isopropyl alcohol on glass or PEI surfaces).
  3. Load or check filament
    • Check that filament is correctly loaded through the extruder into the hot end.
    • If loading new filament:
      • Preheat the nozzle to the filament’s recommended temperature.
      • Release the extruder clamp, insert filament, and feed until it reaches the hot end.
      • Extrude a small amount to confirm flow.
  4. Select your file
    • Insert the SD card/USB drive with the prepared G‑code file.
    • On the printer’s control screen, navigate to Print (or equivalent menu).
    • Select the correct file (double‑check the file name).
  5. Start the print
    • Confirm bed and nozzle are heating to the correct temperatures.
    • Watch the printer lay down the first 1–2 layers:
      • Check that filament adheres to the bed.
      • Confirm lines are not too squished or too loose.
    • If the first layer fails (not sticking, clumping, or dragging), pause or stop the print and ask the instructor for help.
  6. During the print
    • Do not touch moving parts or hot components.
    • Observe from a safe distance.
    • Notify the instructor of any unusual sounds, severe layer shifting, or obvious failure.
  7. After the print finishes
    • Wait until the bed and nozzle cool to a safe temperature (as instructed).
    • Carefully remove the print using the provided scraper if needed, aiming to avoid gouging the bed.
    • Remove any large blobs or filament strings from the area (dispose of properly).
    • Turn off the printer if you are the last user and instructor consents.
  8. Clean up and document
    • Put tools back in their designated place.
    • Label your finished print with your name and project.
    • Record print settings or issues in the lab log (if required).

Tinkercad Quick‑Reference Guide

Title: Tinkercad Quick‑Reference Guide (OT 3D Design)

Getting started

  • Go to: https://www.tinkercad.com
  • Log in or join your class using the code provided by your instructor.

Navigation

  • Right‑mouse drag (or equivalent): Rotate the view.
  • Mouse wheel / trackpad gesture: Zoom in/out.
  • Right‑click + Ctrl/Shift (if applicable): Pan the view.
  • Use the ViewCube (top left of workspace) to snap to front, top, right, etc.

Essential tools

  • Move: Click and drag an object.
  • Scale (resize): Use white corner/edge boxes to resize; check dimensions in mm.
  • Rotate: Use the curved rotation arrows around an object; watch the angle indicator.
  • Align: Select multiple objects, then click Align to center or align edges.
  • Group: Select multiple objects and press Group (Ctrl+G) to merge them into one shape.
  • Ungroup: Select a grouped shape and press Ungroup (Ctrl+Shift+G).
  • Holes:
    • Select a shape, choose Hole option.
    • Group a hole with a solid to subtract that volume.

Units

  • Ensure units are set to millimeters (mm) in the bottom‑right workspace settings.

Exporting for 3D printing

  • Click Export → .STL.
  • Name your file clearly (e.g., LastName_GripV1.stl).
  • Upload the STL file to the LMS or shared folder as instructed.

Tips for OT‑relevant designs

  • Consider the user’s hand size and grip strength when choosing handle diameters.
  • Round sharp edges for comfort and safety.
  • Avoid very thin walls (under ~1.2–1.6 mm) for structural parts.
  • Keep overall size reasonable for your printer’s build volume.

Design Criteria Worksheet

Title: Client‑Centered 3D Design – Design Criteria Worksheet

Case Name: __________
**Group Members:** __________

  1. Occupational performance problem

    • Briefly describe the main activity the client struggles with (1–3 sentences):

  2. Client factors (relevant to this device)

    • Strength: ________________
    • Range of motion: _________________
    • Sensation: ___________________
    • Coordination / motor control: _____________
    • Cognition / memory / attention: __________
    • Vision / perception: _____________

  3. Environment and context

    • Where will the device be used (home, school, work, community)?

    • Any environmental constraints (space, surfaces, storage)?

  4. Object(s) involved

    • What object(s) will the device attach to or interact with?

    • Measured dimensions (e.g., handle diameter, length, thickness):

      • Measurement 1: ______
      • Measurement 2: ______
      • Measurement 3: ______

  5. Design goals (device requirements)
    For each, describe what the device must do:

    • Task/function (what must the device help the client do?):

    • Grip type (palmar, pinch, lateral, etc.):

    • Comfort and ergonomics:

    • Ease of donning/doffing (getting on/off object):

    • Cleaning and maintenance:

    • Safety considerations (edges, pinch points, heat, etc.):

  6. Prioritized design criteria (top 3–5)

    • Criterion 1: ________________
    • Criterion 2: ________________
    • Criterion 3: ________________
    • Optional 4–5: _________________

Prototype Evaluation Form

Title: Prototype Evaluation Form – Client‑Centered Device

Case Name: __________
**Device Name:** __________
Group Members: __________

  1. Fit and stability (1–5)

    • 1 = does not fit at all; 5 = fits securely and consistently

    • Score: ___ / 5

    • Comments:

  2. Comfort and ergonomics (1–5)

    • 1 = uncomfortable or painful; 5 = comfortable and natural

    • Score: ___ / 5

    • Comments:

  3. Task performance (1–5)

    • 1 = does not help complete the task; 5 = clearly improves performance

    • Score: ___ / 5

    • Comments:

  4. Ease of use (1–5)

    • 1 = very difficult to put on/off or use; 5 = easy and intuitive

    • Score: ___ / 5

    • Comments:

  5. Ease of cleaning / durability (1–5)

    • 1 = difficult to clean or fragile; 5 = easy to clean and robust

    • Score: ___ / 5

    • Comments:

  6. Overall impression

    • What worked well?

    • What did not work well?

  7. Revision plan (at least 3 specific changes)

    • Change 1: ________________
    • Change 2: ________________
    • Change 3: ________________

Professional 3D Printing Workflow Checklists for OT / Education Projects

Use these checklists as a full pipeline from identifying the need through delivering the finished device or teaching aid.

1. Clinical / Educational Need Checklist (Student Perspective)

Goal: Ensure there is a clear, OT‑relevant reason to design and print something.

  • Identify the context
    • Clinical (client/patient)
    • Educational (student learning, lab demo, teaching aid)
  • Describe the occupational performance area
    • ADL / IADL
    • Education / work
    • Play / leisure
    • Social participation
  • Specify the activity/task
    • One sentence about what the person is trying to do (e.g., “eat with a spoon,” “hold a pen for note‑taking”).
  • Identify relevant client factors / learner needs
    • Strength / endurance
    • Range of motion
    • Coordination / motor control
    • Sensation
    • Cognition (attention, memory, sequencing)
    • Vision / perception
  • Describe the environment
    • Where is this used? (home, school, clinic, community, online)
    • Any constraints? (space, surfaces, portability, storage, noise, privacy)
  • Confirm appropriateness for 3D printing
    • Problem is at least partly physical and can be addressed by a tangible object.
    • A low‑cost, custom object could reasonably help.
    • A simpler commercial solution is not clearly better/safer.
  • Check scope and safety
    • Device does not replace critical medical equipment or life‑supporting components.
    • Use will be supervised, educational, or prototyping, not marketed as a medical device.

2. Problem Definition Checklist

Goal: Move from general need to a clear, designable problem statement and criteria.

  • Write a problem statement
    • “Because of __, the person has difficulty __ in the context of ___.”
  • Identify objects involved
    • List any tools/objects the device will attach to or interact with (e.g., spoon, pen, knob, phone).
  • Measure key dimensions
    • Handle diameter(s)
    • Length(s) of relevant parts
    • Thickness or width of surfaces
    • Any clearances (e.g., space around buttons, edges)
  • Define functional goals
    • What must the device help the person do more easily or safely?
    • How will you know if it works? (e.g., can hold pen for 5 minutes without dropping).
  • Define user interaction
    • Expected grip type (palmar, lateral pinch, power grasp, etc.).
    • One‑handed vs two‑handed use.
    • How the device is put on/taken off (sliding, clipping, snapping, etc.).
  • Define non‑functional criteria
    • Comfort: no sharp edges or painful pressure points.
    • Cleanability: can be wiped or washed per context.
    • Durability: withstand typical forces for the task.
    • Size/weight: manageable for the user.
    • Aesthetics: color/shape acceptable for user and context.
  • Prioritize top 3–5 design criteria (must‑haves)

3. STL Quality Checklist (Model Creation)

Goal: Ensure the 3D model is technically sound and appropriate for printing and OT use.

  • Units and scale
    • Model is in millimeters (mm).
    • Dimensions match measured requirements (± reasonable tolerance).
  • Geometry integrity
    • Solid (no obvious holes in the mesh).
    • Manifold (no self‑intersections or non‑manifold edges, if your tool reports this).
    • No stray or hidden bodies far from the main model.
  • Wall thickness and strength
    • Load‑bearing features (walls, arms, edges) typically ≥ 1.2–1.6 mm thick for PLA, unless intentionally flexible.
    • Thin features (tabs, clips) not so thin that they will snap immediately in typical use.
  • Clearance and fit
    • Internal holes/slots allow extra space beyond object size (e.g., 0.5–1.0 mm total clearance, depending on printer).
    • Areas that must slide or clip consider friction and tolerances.
  • Comfort and safety
    • Edges rounded or chamfered where hands/fingers contact.
    • No unnecessarily sharp points.
    • Surfaces large enough for comfortable contact without high pressure.
  • Orientation awareness
    • Model can be oriented in a way that avoids extreme overhangs where possible.
    • Thin/weak features are oriented to be as strong as possible in layer direction.
  • Naming and versioning
    • File named clearly: ProjectName_V1.stl, V2, etc.
    • Version changes documented (e.g., “V2: increased inner diameter by 1 mm”).

4. Slicing Checklist

Goal: Prepare a reliable, safe G‑code file with settings appropriate for the part and material.

  • Printer and profile
    • Correct printer selected in slicer.
    • PLA or appropriate material profile chosen.
  • Layer height
    • Standard quality for function: ~0.2 mm.
    • Finer (0.12–0.16) only if needed for fit or detail, accepting longer print time.
  • Infill and walls
    • Infill suitable for strength: typically 15–30% for handles/adapters; higher only if needed.
    • Shell/perimeter count enough for durability (e.g., 3–4 perimeters for grips/handles).
  • Supports
    • Supports enabled only if needed (overhangs > ~45° or bridging issues).
    • Support pattern/placement chosen to avoid damage to critical surfaces.
    • Consider using “support blockers” or modifiers if supports are over‑aggressive.
  • Bed adhesion
    • Appropriate adhesion method selected (skirt, brim) based on part footprint.
    • For small‑footprint parts, brim may help prevent lifting.
  • Orientation
    • Part rotated to maximize strength where loads will be applied.
    • Flat, stable surface chosen against the bed to reduce supports and warping.
  • Estimated time and material
    • Print time is acceptable within schedule.
    • Material usage reasonable for course or clinic resources.
  • Final preview
    • Layer view checked for odd gaps, missing walls, or slicing errors.
    • No obvious problem areas (floating features, incomplete internal structures).
  • Export G‑code
    • G‑code saved with clear name matching STL version.

5. 3D Printing Checklist (Printer Operation)

Goal: Safely run the print using the prepared G‑code.

  • Before starting
    • Printer on stable, clear surface.
    • Lab/clinic policies followed (permissions, supervision).
    • Correct filament loaded (e.g., PLA, correct color).
  • Printer readiness
    • Bed clean and free of old adhesive, debris, or prints.
    • Nozzle free from large blobs or obstructions (within scope of student/instructor policy).
  • Start of print
    • Correct file selected on printer (double‑check name).
    • Bed and nozzle heating to expected temperatures.
  • First‑layer monitoring
    • Filament sticking to bed (not dragging in clumps or not adhering).
    • Lines not overly squished (no extreme flattening) and not too spaced apart.
    • If first layer fails, print is paused or stopped and instructor is notified.
  • During print
    • No touching hot or moving parts.
    • Printer observed periodically; major failures (spaghetti, severe layer shift) stopped.
  • After print
    • Wait until bed/nozzle cooled to safe temperature (per machine guidelines).
    • Part removed carefully using appropriate tools to avoid bed damage.
    • Printer bed left in acceptable condition for next user.
    • Printer turned off if appropriate and agreed upon in lab rules.

6. Post‑Processing Checklist

Goal: Make the part safe, usable, and ready for evaluation or demonstration.

  • Support removal
    • All support material removed from functional and contact areas.
    • Tools (snips, cutters, pliers) used carefully to avoid cracks or sharp edges.
  • Edge and surface finishing
    • Sharp edges or corners smoothed (light sanding or careful trimming).
    • Areas that contact skin checked for comfort.
  • Cleaning
    • Dust and plastic debris removed.
    • If appropriate for use context, wiped with suitable cleaning agent (in line with institutional infection‑control guidelines).
  • Fit testing (with objects, not real clients initially)
    • Device fits the target object (spoon, pen, knob, etc.) as intended.
    • Range of motion allowed as designed (no unexpected collisions or binding).
  • Basic functional testing (non‑clinical)
    • Device can perform the intended basic movement (e.g., turn a knob, hold a pen) under gentle, non‑clinical trial conditions.
    • No immediate breakage or severe deformation under light expected loads.
  • Documentation
    • Version number and date recorded.
    • Notes on any issues observed and changes to consider for the next iteration.

7. Delivery and Documentation Checklist

Goal: Deliver the prototype or educational model responsibly and with clear context.

  • Audience clarified
    • This device is for:
      • Education / demonstration only
      • Student project prototype
      • Potential use in a supervised clinical trial / simulation (with faculty oversight)
  • Labeling and identification
    • Device labeled or tagged with project name, version, and date.
    • Student group or designer names recorded.
  • Usage instructions (basic)
    • Simple, written description of how to attach/use the device.
    • Any key limitations or cautions are clearly stated (e.g., “Not designed for dishwasher,” “Prototype only, not a certified medical device”).
  • Storage and tracking
    • Design files (STL and, if possible, original CAD) stored in a shared, organized location.
    • Associated documentation (design criteria, evaluation forms, reflection) stored with or linked to the file.
  • Ethical and safety reminders
    • Students reminded that this is a prototype, not a marketed medical device.
    • Any use with real clients occurs only under faculty/institutional protocols.
  • Reflection / learning capture
    • Student or team reflection completed (what worked, what didn’t, what they’d change).
    • Key lessons integrated into future iterations or teaching notes.

OT‑Focused

Assistive‑Device Curriculum

General 3D Printing and Education

CAD / Software Guides

Lesson Plans with Links and Resources

Each lesson below is self‑contained and includes links to relevant books, guides, and online materials.

Session 1 – Introduction to 3D Printing in OT

Duration: 1.5–2 hours
Focus: Concepts, vocabulary, and OT applications.

Learning Objectives

By the end of this session, learners will be able to:

  • Describe in simple terms how FDM 3D printing works.
  • Identify main parts of a desktop 3D printer.
  • Define key terms: filament, nozzle, bed, STL, slicer, G‑code.
  • Name at least three potential OT applications of 3D printing.

Required / Recommended Resources

  • General reading (optional):
    • 3D Printing for Dummies (intro overview).
    • The 3D Printing Handbook: Technologies, Design and Applications (for instructor background).
  • OT‑specific videos/sites:
    • Introduction video – “Introduction to 3D Printing for Occupational Therapy Practitioners” (Texas Technology Access Program)
      • URL: https://www.youtube.com/watch?v=vwiRdxxzHiw
    • OT3D.org – 3D Printing for Occupational Therapy
      • URL: https://ot3d.org
    • “General Introduction to 3D Printing in Occupational Therapy” – OT3D
      • URL: https://www.youtube.com/watch?v=1g2yaKcgtsM
  • General teaching materials (optional):
    • Lesson Plan One – Introduction to 3D Printing and 3D Space (Teaching Manual)
      • URL: https://olimpico-learning.gitbooks.io/introduction-to-3d-printing-teaching-manual/content/chapter1/lesson-1.html
      • PDF: https://www.olimpicolearning.org/uploads/4/2/8/8/42884059/3d_printing_and_design_gr_6-12.pdf

Activities

  1. Warm‑Up (10–15 min)
    • Prompt discussion: “Where could custom, low‑cost objects help your clients?”
    • Students brainstorm OT use cases (ADL, education, work, leisure).
  2. Mini‑Lecture and Video (20–25 min)
    • Present a short slide deck on:
      • What is FDM 3D printing?
      • Concept of layers, filaments, slicing.
      • OT examples (adaptive handles, visual/tactile teaching aids, therapy tools).
    • Show one OT‑specific intro video (e.g., TX Access Program or OT3D).
  3. Printer Tour (15–20 min)
    • Distribute Printer Diagram Handout (Section 1.1).
    • Walk around the printer or use a projector image to identify each part.
    • Link each part to its function (e.g., “Bed = where the part sticks; Nozzle = where filament comes out”).
  4. Object Exploration (15–20 min)
    • Pass around 3–5 printed objects (grips, handles, simple AT).
    • Ask: “Which clients or performance problems could this help? What would you change?”
  5. Wrap‑Up (10–15 min)
    • Quick exit ticket:
      • Define one new term you learned.
      • Describe one OT application you would like to explore more.

Session 2 – Hands‑On Printing and Safety

Duration: 1.5–2 hours
Focus: Safe operation and first supervised print.

Learning Objectives

Learners will be able to:

  • Follow the Novice 3D Printing Checklist to start a pre‑sliced print.
  • Describe key safety considerations and institutional rules.
  • Recognize signs of a failing first layer.

Resources

  • Novice 3D Printing Checklist (Section 1.2).
  • General safety language adapted from institution + general 3D printing texts (e.g., Make: 3D Printing).
  • Optional supporting materials:
    • 3D Printing Basics – Lesson Plan Series (PrintLab) – fundamentals workshop.
      • URL: https://weareprintlab.com/blog/3d-printing-basics-lesson-plan-series/

Activities

  1. Safety Briefing (15–20 min)
    • Emphasize hot surfaces, moving parts, ventilation, and required supervision.
    • Clarify what students are allowed to do independently and what must be supervised.
  2. Checklist Walkthrough (20–25 min)
    • Distribute the checklist handout.
    • Demonstrate:
      • Turning printer on.
      • Checking bed cleanliness.
      • Verifying filament.
      • Selecting a pre‑sliced file and starting a print.
  3. Small‑Group Practice (30–40 min)
    • In groups, students take turns walking through the checklist with instructor oversight.
    • Groups start short prints (e.g., small calibration cubes or test grips).
  4. Discussion (10–15 min)
    • Ask: “What steps felt confusing? What would you put on a quick‑reference card in the lab?”

Session 3 – Tinkercad Basics (CAD Part 1)

Duration: ~2 hours
Focus: Navigation and basic modeling.

Learning Objectives

Learners will be able to:

  • Navigate the Tinkercad workspace and control the camera.
  • Create, resize, and align basic shapes.
  • Use holes and grouping to create simple composite forms.
  • Export Tinkercad designs as STL files.

Resources

  • Tinkercad Quick‑Reference Guide (Section 1.3).
  • Official guides: Printable Guides for Tinkercad and Fusion 360
    • URL: https://www.tinkercad.com/blog/printable-guides-tinkercad-fusion360
  • Books (optional):
    • Make: The Complete Guide to Tinkercad
    • Tinkercad User Guide: A Clear and Engaging Learning Manual for Beginners

Activities

  1. Orientation (15–20 min)
    • Demonstrate logging into Tinkercad and opening a new design.
    • Show workplane, grid size, and units (mm).
  2. Guided Exercise A – Name Tag / Token (20–25 min)
    • Students create a small rectangular plate with raised or recessed text.
    • Practice: move, scale, text object, group.
  3. Guided Exercise B – Cylinder with Hole (20–25 min)
    • Create a solid cylinder and a smaller cylindrical hole.
    • Use Align and Group to create a simple ring shape.
  4. Independent Exercise – Generic Grip Prototype (30–35 min)
    • Provide dimensions for a simple cylindrical grip.
    • Students model and export an STL file.
    • These outputs can be graded as Assignment 1.
  5. Wrap‑Up (5–10 min)
    • Remind students to store files with clear names and submit STLs as directed.

Session 4 – Tinkercad for Assistive Devices (CAD Part 2)

Duration: ~2 hours
Focus: Simple OT‑relevant devices.

Learning Objectives

Learners will be able to:

  • Measure a real‑world object and design a grip or handle to fit it.
  • Apply basic ergonomic and printability considerations to their design.

Resources

  • Tinkercad Quick‑Reference Guide (Section 1.3).
  • Optional: PrintLab Assistive Device Academy CAD tutorials for grips and simple AT.
    • Lesson plan: https://weareprintlab.com/blog/the-assistive-device-academy-3d-printing-lesson-plan/

Activities

  1. Review and Concept Discussion (10–15 min)
    • Recap Tinkercad tools.
    • Briefly discuss measuring objects and adding clearance.
  2. Instructor Demo – Built‑Up Pen Grip (20–25 min)
    • Live model a pen grip or utensil handle.
    • Emphasize dimensioning, clearance, and smoothing edges.
  3. Guided Mini‑Project (40–50 min)
    • Students measure a real object (pen, toothbrush, utensil handle).
    • Design a removable grip that fits over it.
    • Export STL and submit (feeds into Assignment 2).
  4. Group Sharing (15–20 min)
    • Volunteers show designs.
    • Instructor highlights common issues and good solutions.

Session 5 – Clinical Reasoning and Design Project (Part 1)

Duration: 2–3 hours
Focus: Case analysis and design criteria.

Learning Objectives

Learners will be able to:

  • Analyze a case vignette to identify the occupational performance problem.
  • Write clear design criteria for a custom device.
  • Begin modeling a device that reflects these criteria.

Resources

  • Design Criteria Worksheet (Section 1.4).
  • OT‑specific contextual readings (optional):
    • The Future of Occupational Therapy is 3D‑Printed – OT program example (University of New England).
    • OT student projects integrating 3D printing into patient care.
  • Assistive device curricula examples:
    • PrintLab Assistive Device Academy / Make:able challenge toolkit.

Activities

  1. Mini‑Lecture (15–20 min)
    • Discuss how OT evaluates performance problems, client factors, and context.
    • Connect these to physical device requirements (dimensions, gripping surfaces, etc.).
  2. Case Work in Groups (40–60 min)
    • Each group receives a different case (RA, hemiparesis, cognitive challenges with medication, etc.).
    • Groups complete the Design Criteria Worksheet.
  3. Initial Design Modeling (45–60 min)
    • Groups create first‑pass models in Tinkercad based on their design criteria.
    • Instructor circulates to provide feedback on feasibility and scope.
  4. Export for Printing (10–15 min)
    • Groups export STLs and submit them for printing before the next session.

Session 6 – Design Project (Part 2), Printing, and Reflection

Duration: 2–3 hours (plus printing time)
Focus: Prototype testing, evaluation, and course reflection.

Learning Objectives

Learners will be able to:

  • Test a 3D‑printed prototype against established criteria.
  • Propose clear and realistic design revisions.
  • Reflect on the potential and limitations of 3D printing in OT practice.

Resources

  • Prototype Evaluation Form (Section 1.5).
  • OT/healthcare context videos (optional):
    • 3D Printing in Healthcare overview.
    • Integrating 3D Printing in Medical Education – interprofessional context.
  • OT‑specific evidence perspective:
    • Articles such as “Three‑Dimensional Printing in Clinical Education and Practice” (ScienceDirect).

Activities

  1. Prototype Distribution and Testing (30–40 min)
    • Hand out printed prototypes to groups.
    • Groups test fit and function with real or surrogate objects.
  2. Complete Evaluation Forms (30–40 min)
    • Using the Prototype Evaluation Form, groups rate fit, comfort, function, and usability.
    • Groups list at least three specific revisions.
  3. Presentations or Written Summaries (30–40 min)
    • Each group gives a brief presentation or submits a summary covering:
      • Case overview.
      • Device description and intended function.
      • Test results and revision plan.
      • Reflection on feasibility and safety in practice.
  4. Course‑Level Reflection (15–20 min)
    • Discuss:
      • One way students could realistically use 3D printing in fieldwork or practice.
      • Key limitations (time, cost, regulations, durability, ethics).

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