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Perceptions of Healthcare Design Course Implementation and Opportunities from a Student-Driven Multidisciplinary

Daniel Hu1, Mary Lou1, Akash Nadella1

  • 1Warren Alpert Medical School, Brown University, Rhode Island, United States.

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Student-driven organizations can bridge gaps in design thinking education for healthcare. These initiatives improve access to opportunities and networks, preparing students to innovate in health solutions.

Keywords:
CurriculumInnovativenessInterdisciplinary studiesMedical educationProblem solving

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Area of Science:

  • Medical Education
  • Design Thinking
  • Healthcare Innovation

Background:

  • Design thinking is crucial for addressing complex healthcare challenges.
  • Interdisciplinary collaboration in medical education for design thinking is limited.
  • Student-driven organizations can foster skill development and project-based learning.

Purpose of the Study:

  • Evaluate student exposure to design thinking methods.
  • Assess access to healthcare-specific design opportunities (courses, projects, mentors, networks).
  • Examine the role of a student-driven organization in enhancing design thinking in health.

Main Methods:

  • Cross-sectional survey of 77 students from Brown University, Rhode Island School of Design (RISD), and Warren Alpert Medical School (AMS).
  • Survey included demographics, experiences, interests, and perceived access to healthcare design opportunities.
  • Descriptive statistics and t-tests were used for analysis, comparing project participants and non-participants.

Main Results:

  • Institutional disparities noted in design (RISD) and research (AMS) aptitudes.
  • Brown students reported greater access to academic healthcare design opportunities.
  • Project participants showed significantly higher self-perceived access to opportunities and understanding of design processes.
  • Limited professional networks were a common challenge; students sought inter-institutional collaboration.

Conclusions:

  • Student-driven organizations are key to overcoming limited opportunities and networking deficits in healthcare design.
  • Improving access to networks and integrating design into curricula/extracurriculars better prepares students for healthcare challenges.
  • These initiatives foster essential skills for tackling complex health problems through design thinking.