This thesis explores the design of instructional materials for the independent fabrication of a vesicovaginal fistula (VVF) repair clinical task trainer in low-resource settings. The clinical task trainer, developed by Biomedical Engineering for Global Health at TU Delft, aims to support surgical education by enabling local and affordable production through 3D printing, silicone casting, and assembly techniques. However, the existing instructional materials were found to be complex and difficult to follow independently.

To better understand the challenges makers experience during fabrication, the existing fabrication process was analyzed through user research and process evaluation. From this analysis, four key themes were identified, forming the starting point for the design phase. These themes focused on improving guidance throughout the fabrication process, reducing complexity, supporting independent fabrication, and creating clearer and more accessible instructional materials.

Based on these findings, three iterative design sprints were conducted. The first sprint focused on designing the overall maker journey, mapping how makers interact with the fabrication process from preparation to completion. The second sprint focused on redesigning the silicone casting instructions, while the third sprint addressed the assembly instructions. Throughout the design process, principles from instructional design and human-centered design were applied to improve clarity, usability, and engagement.

The developed concepts and prototypes were evaluated with users to assess comprehensibility, usability, and the level of support provided during fabrication. Insights from these evaluations informed the final design. The resulting solution consists of a website containing step-by-step instructional materials that guide makers throughout the complete fabrication process, including sourcing materials, preparing components, silicone casting, and assembly.

The final design supports makers in fabricating the VVF clinical task trainer more independently and confidently. In addition, this thesis contributes broader insights into the design of instructional materials for fabricating the clinical task trainer where accessibility, and usability are essential.