OrganKits Workshop on Health and Well-Being at Science Museums

Introduction

Understanding health and well-being goes far beyond memorizing anatomical facts — it requires real engagement with the body and its systems, especially when these concepts intersect with everyday challenges and lifestyles. The OrganKits project, funded by the Erasmus+ Programme of the European Union, offers an innovative STEAM-based educational framework using real plastinated organs to support science learning at the secondary education level.

While the project has been validated within formal school environments across Europe, its educational potential also extends into non-formal learning spaces such as science museums. These spaces offer a unique opportunity for public engagement and accessible science communication, particularly when paired with tangible, real-life materials.

This article presents a pilot experience conducted at the Museo de la Ciencia y el Aguain Murcia, Spain. The goal was to explore how OrganKits can be used to deliver impactful educational workshops on health and well-being, especially for underserved populations. The workshop targeted young people aged 20–26 from socially vulnerable backgrounds, none of whom had completed their secondary education. Their response to the experience sheds light on the powerful role that hands-on science education can play in fostering inclusion and curiosity.

Materials and Setup

The workshop centered on the six OrganKits developed by the project consortium, each focusing on different dimensions of health. For this museum workshop, the kits were complemented with:

  • A short multimedia presentation introducing each kit and linking anatomical observation to real-world health concepts. Access the presentation here: https://view.genially.com/688a3e41872fc9ea82343978
  • Basic medical devices, including a pulse oximeter and a stethoscope, for interactive health monitoring.
  • Additional plastinated specimens borrowed from the Veterinary Anatomy Museum at the University of Murcia. These included:
    • A complete canine digestive tract.
    • Lumbar vertebrae showing signs of arthrosis.
    • A rare bicephalic lamb fetus.
    • A human brain and spinal cord.
    • A human heart with coronary bypass.

These supplementary specimens were used to stimulate conversation and extend the conceptual scope of each OrganKit. For replication purposes, however, the core six kits alone are sufficient. In cases where real plastinated samples are unavailable, alternatives such as 3D printed models, detailed images, or resin replicas can be used to convey similar educational value.

Two identical sessions were held, each lasting approximately 75 minutes and involving 20 participants.

Educational Structure and Themes

The workshop followed a thematic progression structured around the six OrganKits. Each kit served as a gateway to discuss key health-related topics through both anatomical observation and lived experience. This structure was mirrored in the visual presentation used during the session and encouraged active participation and personal reflection.

1. NutriHealth & Well-being

Participants began by examining plastinated samples of digestive organs. The concepts of microbiota and the gut-brain axis was introduced to highlight the impact of diet on both physical and mental well-being. Visuals and discussions linked this to participant’s health concerns such as poor nutrition, obesity, and disordered eating.

2. MentalHealth & Mindfulness

The central specimens for this section were the brains, which prompted a discussion on mental health, stress, and emotional regulation. Functional MRI (fMRI) was introduced as a cutting-edge tool that has demonstrated the neurological effects of mindfulness practices. Participants learned that such practices can modulate brain activity, alter functional connectivity, produce measurable structural changes after regular use.

This section helped participants connect the anatomical structure of the brain to their own mental and emotional experiences.

3. SportsHealth & Dependence

In this section, focus turned to the locomotor system and the health consequences of physical inactivity. Using the OrganKit specimens, participants explored joints and bones, including a vertebra with arthrosis, as concrete examples of how sedentary lifestyles can lead to musculoskeletal deterioration.

Discussion emphasized the preventive power of regular movement, not only for physical fitness but also for emotional well-being. Rather than promoting competitive sports, the session encouraged simple daily activities — such as walking or stretching — as accessible tools for maintaining posture, mobility, and overall health.

4. CardioHealth & Emotions

Participants explored the heart anatomy and and discussed the impact of emotions, stress, and lifestyle on cardiovascular health. The bypass surgery example sparked discussion on how such measures can be prevented through healthy living. Pulse oximetry was demonstrated as a real-time measure of respiratory and cardiovascular function.

5. NeumoHealth & Environment

The plastinated lung and bronchial tree provided a powerful visual and tactile resource to explore the structure of the respiratory system. These specimens served as the starting point for discussing the effects of air quality, tobacco use, and environmental pollution on respiratory health. Participants had the opportunity to use a stethoscope to simulate lung auscultation and observe breathing sounds, enhancing their understanding of respiratory function. Additionally, pulse oximetry was introduced to demonstrate how lung and heart function are closely connected through oxygen transport and circulation

6. ReproHealth & Gender

The final section focused on the reproductive organs. The anatomical detail of the specimens proved highly effective in capturing participants’ attention and facilitating the understanding of key physiological processes such as sperm production, ovarian function, fertilization, and pregnancy. Furthermore, the inclusion of a plastinated fetal specimen allowed for a discussion on potential causes of developmental disorders during pregnancy, including genetic anomalies, environmental teratogens, and maternal stress. This entire discussion was framed from a gender perspective, emphasizing the importance of recognizing male and female biological differences as a valuable evolutionary strategy.

Outcomes and Observations

The workshops were delivered without technical issues and received enthusiastic engagement from participants. Despite many attendees initially displaying a degree of reservation — often due to unfamiliarity with scientific settings — their involvement grew steadily as they interacted with the materials.

Throughout the workshop, the handling of specimens was a key feature. Participants were allowed to photograph the materials — under clear educational and ethical guidelines — and encouraged to ask questions. This tactile, exploratory format proved highly engaging.

Broader Implications and Replicability

This experience suggests that the OrganKits methodology — although originally designed for schools — translates well into non-formal learning environments. Science museums, with their mixed audiences and flexible formats, offer a unique opportunity to engage wider segments of the population, especially those who may not feel comfortable in conventional academic settings.

Conclusion

The OrganKits project demonstrates how real anatomical specimens — thoughtfully presented and pedagogically integrated — can open up new avenues for science education and public engagement. By merging anatomical literacy with themes of health, emotion, environment, and social well-being, the project equips participants with tools to better understand their own bodies and make informed life choices.

The Murcia workshop stands as a model of how science, accessibility, and inclusion can intersect meaningfully. As the OrganKits project continues to expand, so too does the possibility of transforming health education across diverse contexts — inside and beyond the classroom.

By Octavio M. López Albors

Project coordinator

University of Murcia