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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