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Table 1 Description of articles included in the final review examining the use of design thinking in health professions education

From: A qualitative review of the design thinking framework in health professions education

Publication date Program/Aim Disciplines Included Study Location Participants DT Model Used Outcome(s) Described Examples of Benefits of DT Identified
2009 Educate intensivists to use design thinking to marshal support for adopting technology Medicine United States Practitioners, administrators Brown (3-stage) Acquisition of technology solutions Understanding user needs; iterative prototyping to refine approach and decision making
2014 Teach design thinking to inpatient spinal cord injury patients using a series of 4 to 5 workshops Medicine United Kingdom Patients Brown (3-stage) Patient self-efficacy and perceptions, PMnac, ADAPSS, PAM, EQ-5D, HRQL, length of stay, readmission rate Improved outcomes; interdisciplinary collaboration; flexibility to improve and align program with context
2016 Conduct a 2-day competitive interdisciplinary team event (i.e. “hackathon”) Medicine, engineering, design, business United States Students, practitioners, scientists, engineers Not Defined Demographics Interdisciplinary collaboration
2016 Design a 2-day seminar aimed at generating interprofessional education (IPE) evaluation strategies Medicine, nursing, pharmacy, physician assistant United States Practitioners Modified (5-stage) Model for evaluating IPE Flexible process
2016 Design and implement a semester-long “Hacking Healthcare” course Medicine, social sciences, and art Netherlands Students Brown (3-stage) Student project solutions; student perceptions Activating environment; interdisciplinary collaboration; empathetic “design min-set”
2017 Investigate camp designed to provide hands-on experience in creativity, innovation, and entrepreneurship Physiotherapy, occupational therapy, radiography, nursing, and midwifery Denmark Students Brown (3-stage) Perceived relevance of camp, format, and effort Interdisciplinary cooperation; real-world/relevant problems; active learning environment
2017 Characterize innovation and entrepreneurship programs in US medical education Medicine United States Program Directors Not Defined Characteristics of innovation and entrepreneurship programs Advancing readiness for complex problems; user-centric; active; interdisciplinary
  1. DT = Design Thinking