A qualitative review of the design thinking framework in health professions education
Abstract Background Design thinking is a problem-solving framework that has been used to enhance patient experiences, improve clinical outcomes, and refine medical curricula. This study reviewed the use of design thinking in health professions education. Methods A search yielded 169 articles, which...
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| Materialtyp: | Artikel |
| Språk: | English |
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BMC
2019-04-01
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| Serie: | BMC Medical Education |
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| Länkar: | http://link.springer.com/article/10.1186/s12909-019-1528-8 |
| _version_ | 1831643295461146624 |
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| author | Jacqueline E. McLaughlin Michael D. Wolcott Devin Hubbard Kelly Umstead Traci R. Rider |
| author_facet | Jacqueline E. McLaughlin Michael D. Wolcott Devin Hubbard Kelly Umstead Traci R. Rider |
| author_sort | Jacqueline E. McLaughlin |
| collection | DOAJ |
| description | Abstract Background Design thinking is a problem-solving framework that has been used to enhance patient experiences, improve clinical outcomes, and refine medical curricula. This study reviewed the use of design thinking in health professions education. Methods A search yielded 169 articles, which were excluded if they were: (1) not related to education; (2) lacking an application of design thinking; or (3) not associated with healthcare. The final review yielded 15 articles, which were analyzed using qualitative methods. Results All articles were published in 2009 or later and were diverse in their context, participants, and approach. Six studies emphasized the early stages of design thinking, with inspiration and ideation stages fostered through a variety of activities, such as lectures, small group discussions, and workshops. Studies examined a range of outcomes, including self-efficacy, perceptions, and solutions to a specific problem. Conclusions Our findings raise important considerations for health professions education, including the extent to which we should: 1) teach design thinking to students as a skill-based tool to prepare students for problem solving in complex healthcare environments; and 2) use design thinking to create, implement, and refine health professions curricula and educational programs. Despite the apparent benefits of design thinking, many questions for health professions education remain. |
| first_indexed | 2024-12-19T12:57:17Z |
| format | Article |
| id | doaj.art-b51dff147e6e44f8901c0490c8f13b68 |
| institution | Directory Open Access Journal |
| issn | 1472-6920 |
| language | English |
| last_indexed | 2024-12-19T12:57:17Z |
| publishDate | 2019-04-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Medical Education |
| spelling | doaj.art-b51dff147e6e44f8901c0490c8f13b682022-12-21T20:20:22ZengBMCBMC Medical Education1472-69202019-04-011911810.1186/s12909-019-1528-8A qualitative review of the design thinking framework in health professions educationJacqueline E. McLaughlin0Michael D. Wolcott1Devin Hubbard2Kelly Umstead3Traci R. Rider4UNC Eshelman School of Pharmacy, UNC Chapel HillUNC Eshelman School of Pharmacy, UNC Chapel HillUNC School of Medicine and UNC/NC State Joint Department of Biomedical Engineering, UNC Chapel HillNC State University College of DesignNC State University College of DesignAbstract Background Design thinking is a problem-solving framework that has been used to enhance patient experiences, improve clinical outcomes, and refine medical curricula. This study reviewed the use of design thinking in health professions education. Methods A search yielded 169 articles, which were excluded if they were: (1) not related to education; (2) lacking an application of design thinking; or (3) not associated with healthcare. The final review yielded 15 articles, which were analyzed using qualitative methods. Results All articles were published in 2009 or later and were diverse in their context, participants, and approach. Six studies emphasized the early stages of design thinking, with inspiration and ideation stages fostered through a variety of activities, such as lectures, small group discussions, and workshops. Studies examined a range of outcomes, including self-efficacy, perceptions, and solutions to a specific problem. Conclusions Our findings raise important considerations for health professions education, including the extent to which we should: 1) teach design thinking to students as a skill-based tool to prepare students for problem solving in complex healthcare environments; and 2) use design thinking to create, implement, and refine health professions curricula and educational programs. Despite the apparent benefits of design thinking, many questions for health professions education remain.http://link.springer.com/article/10.1186/s12909-019-1528-8Design thinkingCurriculum developmentCreativityProblem solvingInnovation |
| spellingShingle | Jacqueline E. McLaughlin Michael D. Wolcott Devin Hubbard Kelly Umstead Traci R. Rider A qualitative review of the design thinking framework in health professions education BMC Medical Education Design thinking Curriculum development Creativity Problem solving Innovation |
| title | A qualitative review of the design thinking framework in health professions education |
| title_full | A qualitative review of the design thinking framework in health professions education |
| title_fullStr | A qualitative review of the design thinking framework in health professions education |
| title_full_unstemmed | A qualitative review of the design thinking framework in health professions education |
| title_short | A qualitative review of the design thinking framework in health professions education |
| title_sort | qualitative review of the design thinking framework in health professions education |
| topic | Design thinking Curriculum development Creativity Problem solving Innovation |
| url | http://link.springer.com/article/10.1186/s12909-019-1528-8 |
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