@article{taheri_rider_2022, title={A review on architectural guidelines to safely reopen buildings in light of COVID-19 in the United States: establishing future research opportunities}, ISSN={["1758-9622"]}, DOI={10.1080/00038628.2022.2038538}, journal={ARCHITECTURAL SCIENCE REVIEW}, author={Taheri, Helia and Rider, Traci Rose}, year={2022}, month={Mar} }
 @article{wolcott_mclaughlin_hubbard_rider_umstead_2021, title={Twelve tips to stimulate creative problem-solving with design thinking}, volume={43}, ISSN={["1466-187X"]}, DOI={10.1080/0142159X.2020.1807483}, abstractNote={Design thinking is increasingly applied in healthcare and health professions education to generate innovative solutions to difficult problems. The design thinking framework helps individuals approach problems with a user-centered focus; the emphasis is on understanding the user experience, their challenges, and possible design solutions that are aligned with their needs. In this twelve tips paper, we describe strategies that health professions educators can use to prepare for, conduct, and support design thinking. These strategies may also be useful to learners, practitioners, and organizations to address complex problems.}, number={5}, journal={MEDICAL TEACHER}, author={Wolcott, Michael D. and McLaughlin, Jacqueline E. and Hubbard, Devin K. and Rider, Traci R. and Umstead, Kelly}, year={2021}, month={May}, pages={501–508} }
 @misc{mclaughlin_wolcott_hubbard_umstead_rider_2019, title={A qualitative review of the design thinking framework in health professions education}, volume={19}, ISSN={["1472-6920"]}, DOI={10.1186/s12909-019-1528-8}, abstractNote={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.}, journal={BMC MEDICAL EDUCATION}, author={McLaughlin, Jacqueline E. and Wolcott, Michael D. and Hubbard, Devin and Umstead, Kelly and Rider, Traci R.}, year={2019}, month={Apr} }
 @article{park_kim_lee_hands_rider_2019, title={Interdisciplinarity of Ph.D. students across the Atlantic. A Case of Interdisciplinary Research Team Building at the Student Level}, volume={22}, ISBN={1756-3062}, DOI={10.1080/14606925.2019.1594970}, abstractNote={This research explores the process of building an interdisciplinary design research team at the doctorate student level across institutions and disciplines. This study aims to establish a case addressing how to: 1) define aligned research goals, 2) outline overlapped approaches, such as methodologies, to achieve the research goals, and 3) organize a research team to conduct an interdisciplinary research project addressing overarching characteristics and research interests of members. This study was conducted in four phases: 1) understanding context, 2) framing inputs, 3) discussing processes (repeatable), and 4) analyzing outputs (products). Framed by Action Research, five data collection methods were used within the interdisciplinary team (participants) over two weeks. The interdisciplinary team building process, the benefits and shortcomings of the methods used, and the resulting research study with aligned research goals are presented in this paper.}, journal={DESIGN JOURNAL}, author={Park, Jinoh and Kim, Byungsoo and Lee, Boyeun and Hands, David and Rider, Traci Rose}, year={2019}, pages={1453–1466} }