Cadaveric models remain an essential part of medical training across all specialties. Due to their scarcity, high costs, and possible health hazards, there is a need for more accessible and affordable alternatives, especially in low-resource settings. We introduce cost-effective and easily replicable three-dimensional (3D) printed models to help democratize access to hands-on neuroanatomy education. Silicone-based glue is applied on the surface of a 3D-printed or cadaveric bone frame. Using plastiline on a 3 mm 3D acrylonitrile butadiene styrene pen, the desired anatomical structure is printed on the bone frame. A heat gun is used to smoothen the plastic edges. The structure can then be painted according to its appearance in the real anatomy. Using this technique, we successfully generated a variety of anatomical models to study the cerebrovascular anatomy, the course of the cranial nerves in relation to the skull base, and extracranial structures including the spine. Procurement and conservation of cadaveric specimens can be cumbersome. Our model may be an affordable and easily replicable approach to bridging the gap in anatomy education between low- and high-resource facilities.

Efficient driving has been positioned as the most popular alternative to reduce air pollution and obtain fuel savings. However, efficient driving requires a continuous learning process in order to prevent users reverting to their original habits. To facilitate the learning process, on‐board tutoring systems have appeared. In this study, the authors analyse in detail the impact of two types of such eco‐feedback devices on driver's behaviour. The evaluated tutoring systems include information related to the optimal engaged gear, but also related to other safety and comfort parameters. Their analysis is based on one of the largest and heterogeneous population groups of non‐professional drivers who have participated in experiments with feedback devices specifically designed to achieve more efficient driving. A total number of 158 volunteers participated in the experiments covering periods of time between 3 and 11 months and using the feedback devices during their daily routine. Results show that, in general, users evolve positively following the eco‐driving recommendations throughout the duration of the experiments. In addition, there are significant differences in the use of the tutoring system depending on the type of route, the time of day and other factors such as age or gender.

In the last years the number of devices that provide information about the car the driving process has increased considerably. This also implies an increased level of distraction and, thus, a decrease in safety. In this context, Head-Up Display devices (HUDs) may be considered adequate representation interfaces because they are transparent and they are located in the vision line of the driver. HUDs allow drivers to view what is behind the screen without looking away from the road. However, we must analyse the impact of these devices in order to fully consider them safe in a driving context. In this paper we present an evaluation of HUDs in a real driving context, analysing different kinds of information. Firstly, we assess the display of efficient driving data gathered from a mobile app. Next, we compare HUDs with conventional devices. Finally, we perform several tests using a GPS assistant, due to the current relevance of these services. A total of 20 non-professional drivers have participated in the experiments. They had to drive vehicles equipped with a HUD display. We evaluate the subjective opinion of the users using questionnaires in order to know whether HUDs are acceptable in a vehicle or not. Results show a positive feedback from users and a high sensation of safety.