Applying Design Thinking Principles to Curricular Development in Medical Education

Gottlieb, Michael; Wagner, Emilie; Wagner, Alexei M.; Chan, Teresa M.

doi:10.1002/aet2.10003

Cited by 72 publications

(83 citation statements)

References 34 publications

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“…We used a design thinking framework to develop the intervention . We met with residents formally and informally across multiple specialties to discovery and define the problem around bias in clinical medicine.…”

Section: Development Processmentioning

confidence: 99%

Implicit Bias Education and Emergency Medicine Training: Step One? Awareness

Zeidan

Khatri

Aysola

et al. 2018

AEM Education and Training

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Objective: Prior research suggests that health care providers are susceptible to implicit biases, specifically prowhite biases, and that these may contribute to health care disparities by influencing physician behavior. Despite these findings, implicit bias training is not currently embedded into emergency medicine (EM) residency training and few studies exist that evaluate the effectiveness of implicit bias training on awareness during residency conference. We sought to conduct a mixed-methods program evaluation of a formalized educational intervention targeted on the topic of implicit bias. Methods:We used a design thinking framework to develop a curricular intervention. The intervention consisted of taking the Harvard Implicit Association Test (IAT) on race to introduce the concept of implicit bias, followed by a facilitated discussion to explore participant's perceptions on whether implicit bias may lead to variations in care. The facilitated discussion was audio recorded, transcribed, and coded for emerging themes. An online survey assessed participant awareness of these topics before and after the intervention and was analyzed using paired t-tests. Results: After the intervention, participant's awareness of their individual implicit biases increased by 33.3%(p = 0.003) and their awareness of how their IAT results influences how they deliver care to patients increased by 9.1% (p = 0.03). Emerging themes included skepticism of the implicit bias test results with the desire to have "neutral" results, acknowledgment that pattern recognition may lead to "blind spots" in care, recognition that bias exists on a personal and systemic level, and interest in regular educational interventions to address implicit bias.Conclusions: This novel educational intervention on implicit bias resulted in improvement in participants' awareness of their implicit biases and how it may affect their patient care. Our intervention can serve as a model for other residency programs to develop and implement an intervention to create awareness of implicit bias and its potential impact on patient care.

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Section: Development Processmentioning

confidence: 99%

Implicit Bias Education and Emergency Medicine Training: Step One? Awareness

Zeidan

Khatri

Aysola

et al. 2018

AEM Education and Training

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“…Previously, authors have hypothesized that design-or action-research based frameworks like Design Thinking may hold the key to improving medical education, 26,43 but this represents one of the first reports to harness the power of collaborative codesign to support the decision-making processes of CCs. Previous literature on CCs has focused largely on how they make their decisions 11,16,33 with studies on pediatrics residents determining the weight given to various types of data (e.g.…”

Section: Discussionmentioning

confidence: 99%

Developing a dashboard to meet Competence Committee needs: a design-based research project

et al. 2020

Self Cite

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Background: Competency-based programs are being adopted in medical education around the world. Competence Committees must visualize learner assessment data effectively to support their decision-making. Dashboards play an integral role in decision support systems in other fields. Design-based research allows the simultaneous development and study of educational environments. Methods: We utilized a design-based research process within the emergency medicine residency program at the University of Saskatchewan to identify the data, analytics, and visualizations needed by its Competence Committee, and developed a dashboard incorporating these elements. Narrative data were collected from two focus groups, five interviews, and the observation of two Competence Committee meetings. Data were qualitatively analyzed to develop a thematic framework outlining the needs of the Competence Committee and to inform the development of the dashboard. Results: The qualitative analysis identified four Competence Committee needs (Explore Workplace-Based Assessment Data, Explore Other Assessment Data, Understand the Data in Context, and Ensure the Security of the Data). These needs were described with narratives and represented through visualizations of the dashboard elements. Conclusions: This work addresses the practical challenges of supporting data-driven decision making by Competence Committees and will inform the development of dashboards for programs, institutions, and learner management systems.

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“…Recently, medical school curriculums around the nation have begun to incorporate design thinking to encourage future physicians to think beyond the confines of pharmaceutical and surgical treatments in solving patients' concerns. Popularized by founder of the international design firm IDEO Tim Brown and further developed by institutions such as Stanford's Hasso Plattner Institute of Design, design thinking is a systematic process that fosters humancentered innovations through a cycle of empathizing, defining, ideating, prototyping, and testing (Brown, 2008;Gottlieb, Wagner, Wagner, & Chan, 2017). Our methodology in this study fit well within this framework, as we initially attempted to define the specific challenges PD patients face in regard to their daily use of footwear.…”

Section: Discussionmentioning

confidence: 99%

Assessing and addressing footwear needs in Parkinson’s disease—design thinking in neurology

Sayadi

Fijany

et al. 2019

NRE

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BACKGROUND: Parkinson's disease (PD) is a neurodegenerative movement disorder that results in a variety of motor deficits such as unsteady gait, bradykinesia, resting tremor, and rigidity. OBJECTIVE: The objective of this study was to quantify and assess the challenges and preferences Parkinson's disease patients have regarding footwear. METHODS: A 13-question survey was designed to assess footwear challenges and preferences among PD patients. A total of 89 PD patients, both male and female, were surveyed in the outpatient setting at UC Irvine during their appointments with the senior author. RESULTS: A majority of the PD patients in our cohort (64%) reported experiencing difficulties wearing shoes on their own. Patients who experienced difficulties wearing shoes were significantly more likely to report having been forced to make changes to their desired outfits (p = 0.0011), choosing not to wear dress shoes due to their discomfort (p = 0.0175), and preferring shoes without laces (p = 0.0 048). CONCLUSIONS: The present study is the first attempt to use a survey to quantify the challenges and preferences reported by PD patients in regard to their usage of footwear. Inspired by our findings, the study team designed a novel dress shoe prototype that may address some of the difficulties and concerns gathered through our survey.

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Applying Design Thinking Principles to Curricular Development in Medical Education

Cited by 72 publications

References 34 publications

Implicit Bias Education and Emergency Medicine Training: Step One? Awareness

Implicit Bias Education and Emergency Medicine Training: Step One? Awareness

Developing a dashboard to meet Competence Committee needs: a design-based research project

Assessing and addressing footwear needs in Parkinson’s disease—design thinking in neurology

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