2019 review

A qualitative review of the design thinking framework in health professions education

[Review of ]. BMC MEDICAL EDUCATION, 19.

co-author countries: United States of America πŸ‡ΊπŸ‡Έ
author keywords: Design thinking; Curriculum development; Creativity; Problem solving; Innovation
MeSH headings : Curriculum; Health Occupations / education; Health Personnel / education; Health Personnel / psychology; Humans; Problem Solving; Problem-Based Learning; Qualitative Research; Thinking
Source: Web Of Science
Added: April 22, 2019

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. 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. 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. 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.