Teaching design thinking as a tool to address complex public health challenges in public health students: a case study

Table 4 MPH DT Survey – Self-Rated Experience using a five-point Likert scale

In relation to the DT Block, the student	2019/2020 (n = 22)		2020/2021 (n = 30) *		Significance
	Mean	(s.d.)	Mean	(s.d.)	p value^a
Enjoyed the block ^b	1.45	(0.67)	1.8	(0.76)	n.s
Recommends keeping it in the MPH Curricula^c	1.55	(0.91)	1.67	(0.76)	0.043

MPH Master of Public Health, DT Design Theory, s.d Standard Deviation
^*1 missing vaue
^aPearson’s Chi-Square test
^bStudents were asked to rate their enjoyment of the block on a scale of 1 (Definitely yes) – 5 (Definitely not)
^cStudents were asked if they recommended keeping the DT block in the curricula on a scale of ‘1 – Definitely yes’ to 5 – Definitely not’

ISSN: 1472-6920