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 |