Abstract:Background: Training in innovation and entrepreneurship (I&E) in medical education has become increasingly prevalent among medical schools to train students in complex problem solving and solution design.
Objective: We aim to characterize I&E education in US allopathic medical schools to provide insight into the features and objectives of this growing field.
Design: I&E programs were identified in 2016 via structured searches of 158 US allopathic medical school websites. Program characteristics were identified… Show more
“…Farrell & Hooker highlight the importance of design and science for addressing these types of wicked problems , stating that “…design method, like scientific research method, is a product of a common core cognitive process and management of pragmatic complicating conditions” [48]. These apparent benefits, along with the emphasis on science and design, may explain the growing number of medical education programs incorporating the field of design thinking in its instruction [15, 34–36, 49].…”
Section: Discussionmentioning
confidence: 99%
“…The final review resulted in 15 articles fitting the inclusion criteria (Fig. 1) [15, 36, 39–43]. Fig.…”
Section: Methodsmentioning
confidence: 99%
“…Design thinking has recently been applied in healthcare to address patient experiences, clinical outcomes, and health care spending [9, 10, 31–33]. Literature also indicates that medical educators are integrating design thinking into their curricula [15, 34–37], and that medical schools are partnering with design firms to better understand behavior in clinical settings [34]. This design focus aligns with the work of Manzini, which extends design beyond mainstream product development to social innovation and sustainability that more closely mirrors design needs in service professions, such as healthcare and education [38].…”
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.
Electronic supplementary material
The online version of this article (10.1186/s12909-019-1528-8) contains supplementary material, which is available to authorized users.
“…Farrell & Hooker highlight the importance of design and science for addressing these types of wicked problems , stating that “…design method, like scientific research method, is a product of a common core cognitive process and management of pragmatic complicating conditions” [48]. These apparent benefits, along with the emphasis on science and design, may explain the growing number of medical education programs incorporating the field of design thinking in its instruction [15, 34–36, 49].…”
Section: Discussionmentioning
confidence: 99%
“…The final review resulted in 15 articles fitting the inclusion criteria (Fig. 1) [15, 36, 39–43]. Fig.…”
Section: Methodsmentioning
confidence: 99%
“…Design thinking has recently been applied in healthcare to address patient experiences, clinical outcomes, and health care spending [9, 10, 31–33]. Literature also indicates that medical educators are integrating design thinking into their curricula [15, 34–37], and that medical schools are partnering with design firms to better understand behavior in clinical settings [34]. This design focus aligns with the work of Manzini, which extends design beyond mainstream product development to social innovation and sustainability that more closely mirrors design needs in service professions, such as healthcare and education [38].…”
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.
Electronic supplementary material
The online version of this article (10.1186/s12909-019-1528-8) contains supplementary material, which is available to authorized users.
“…These results suggest that information literacy training can be used as a method for introducing undergraduate health sciences students to concepts related to medical entrepreneurship and the medical device ecosystem, including the FDA regulatory environment, intellectual property, and medical billing and reimbursement structures. While this study examined undergraduate BME students in particular, these skills may become increasingly important to more health sciences students in the coming years; for example, a handful of allopathic medical schools have already integrated innovation and entrepreneurship into their curricula [52]. As health sciences programs invest more of their students’ curricular hours into innovation and entrepreneurship, it may be necessary for health sciences librarians to gain the expertise needed to help students and faculty navigate the medical entrepreneurship life cycle and to develop programs to support these initiatives [53].…”
Objective: Entrepreneurship and innovative product design in health care requires expertise in finding and evaluating diverse types of information from a multitude of sources to accomplish a number of tasks, such as securing regulatory approval, developing a reimbursement strategy, and navigating intellectual property. The authors sought to determine whether an intensive, specialized information literacy training program that introduced undergraduate biomedical engineering students to these concepts would improve the quality of the students’ design projects. We also sought to test whether information literacy training that included active learning exercises would offer increased benefits over training delivered via lectures and if this specialized information literacy training would increase the extent of students’ information use.Methods: A three-arm cohort study was conducted with a control group and two experimental groups. Mixed methods assessment, including a rubric and citation analysis, was used to evaluate program outcomes by examining authentic artifacts of student learning.Results: Student design teams that received information literacy training on topics related to medical entrepreneurship and health care economics showed significantly improved performance on aspects of project performance relevant to health care economics over student design teams that did not receive this training. There were no significant differences between teams that engaged in active learning exercises and those that only received training via lectures. Also, there were no significant differences in citation patterns between student teams that did or did not receive specialized information literacy training.Conclusions: Information literacy training can be used as a method for introducing undergraduate health sciences students to the health care economics aspects of the medical entrepreneurship life cycle, including the US Food and Drug Administration regulatory environment, intellectual property, and medical billing and reimbursement structures.
“…In an effort to better equip future physicians to solve healthcare's complex problems without pursuing an additional professional degree, medical institutions are redesigning their curricula to allow students to learn about innovation and entrepreneurship alongside their medical education. In fact, at least 13 US allopathic medical schools have developed innovation and entrepreneurship programs to teach medical students about business, entrepreneurship, leadership, and technology as a supplement to their core clinical curriculum (Niccum et al 2017). Furthermore, several medical schools such as Rutgers-Robert Wood Johnson Medical School, University of Michigan Medical School and University of Pennsylvania's Perelman School of Medicine have student-led organizations that create programming and experiential opportunities for medical students to learn about medical entrepreneurship.…”
As innovation transforms the healthcare industry, medical institutions are increasingly incorporating business skills and concepts into their curricula. The goal of this study was to characterize the types of students who engage in these supplemental curricula with respect to four entrepreneurial characteristics: entrepreneurial interest, support, confidence, and intention. We sampled students participating in a healthcare Innovation Summit using a validated survey to assess these characteristics. Our findings supply foundational data for understanding the growing cohort of individuals engaging in entrepreneurial-medicine. These data demonstrate the integrated nature of various entrepreneurial characteristics in these populations and support the idea that investment, which promotes one area, would translate to increases in others.
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