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Using Visual and Narrative Methods to Achieve Fair Process in Clinical Care
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Design thinking in medical ethics education.

David Marcus1, Amanda Simone2, Lauren Block3

  • 1Emergency Medicine, Zucker School of Medicine at Hofstra/Northwell, Lake Success, New York, USA.

Journal of Medical Ethics
|February 15, 2020
PubMed
Summary

Design thinking (DT) improved medical students' understanding of organ transplantation ethics and allocation fairness. This pilot study suggests DT is a valuable tool for enhancing ethics curricula in medical education.

Keywords:
education for health care professionalseducation/programmestransplantation

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Area of Science:

  • Medical Education
  • Bioethics
  • Health Systems Research

Background:

  • Design thinking (DT) offers a framework for collaborative idea generation among stakeholders.
  • Ethical considerations in organ transplantation, particularly liver allocation, present complex challenges.
  • Integrating innovative pedagogical approaches into medical ethics education is crucial.

Purpose of the Study:

  • To introduce first-year medical students to the ethical implications of organ transplantation using design thinking principles.
  • To explore students' application of design thinking to propose solutions for social justice in liver transplant allocation.
  • To evaluate the impact of a design thinking workshop on students' understanding and attitudes toward organ transplantation and complex health systems problems.

Main Methods:

  • A 150-minute interactive workshop integrating design thinking into a longitudinal ethics curriculum.
  • Students engaged in empathy, defining viewpoints, ideation, prototyping, and testing solutions for liver transplant allocation.
  • Pre- and post-surveys with quantitative and qualitative items assessed knowledge and attitudes.

Main Results:

  • 100 first-year medical students participated; most had no prior DT experience.
  • Post-workshop, students showed increased understanding of the liver transplant allocation system (p<0.01) and its shortcomings (p<0.01).
  • 73.8% of students believed DT could address complex health system issues.

Conclusions:

  • Design thinking workshops enhance medical students' knowledge and attitudes regarding organ transplantation ethics.
  • DT shows promise as a student-centered pedagogical strategy for medical ethics curricula, fostering collaboration and creativity.
  • This pilot study highlights the potential of design thinking to improve ethical reasoning in healthcare education.