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Development of a Transition to Residency Course Using a Design Thinking Framework.

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This summary is machine-generated.

Medical schools can use design thinking (DT) to create learner-centered transition to residency (TTR) courses that address both clinical and nonclinical skills. This approach helps prepare students for residency by focusing on their identified needs.

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Area of Science:

  • Medical Education
  • Curriculum Development
  • Health Professions Education

Background:

  • Existing transition to residency (TTR) courses often lack nonclinical skills training.
  • Medical students express concerns regarding preparedness for residency beyond clinical skills.

Purpose of the Study:

  • To describe the application of design thinking (DT) in developing a learner-centered TTR course.
  • To address the gap in nonclinical skills training for medical students entering residency.

Main Methods:

  • Design thinking (DT) steps (discovery, interpretation, ideation) were used for needs assessment and curriculum design.
  • Empathetic interviews and thematic analysis identified key student concerns and skill deficits.
  • A 2-week pilot TTR course was developed and implemented, incorporating feedback for refinement.

Main Results:

  • Participant feedback indicated the pilot TTR course was high-yield, appropriate, relevant, and valuable.
  • The course successfully incorporated didactic lectures, small group discussions, simulation, and procedure labs.
  • Iterative refinement based on feedback enhanced the curriculum for subsequent offerings.

Conclusions:

  • Design thinking (DT) provides an iterative and adaptable framework for developing effective TTR programs.
  • The DT approach is suitable for creating learner-centered curricula that address diverse student needs.
  • This methodology is generalizable and can be adapted by other institutions to build their TTR programs.