Human-Centered Design in Occupational Therapy Education: A Pragmatic Teaching Strategy

Creative problem-solving and innovative thinking are essential in occupational therapy education. Human-Centered Design (HCD), grounded in constructivist theory and design thinking principles, offers a participatory approach that emphasizes empathy, iteration, and collaboration. This instructional insights article describes a 150-minute experiential HCD workshop integrated into a first-semester Fieldwork Seminar graduate occupational therapy course to enhance creativity and design thinking skills. The workshop was designed using the 5E Instructional model, which emphasizes experiential learning before the introduction of concepts and incorporates reflection to connect new and prior knowledge. The workshop included three key phases: introduction to HCD concepts, paired design challenges, and group prototyping activities using low-fidelity materials. Facilitators guided students through the empathize, define, ideate, prototype, and feedback phases, incorporating structured reflection to connect learning to practice. Quantitative outcomes showed gains in creative self‑efficacy, psychological empowerment, and design‑thinking skills. Qualitative reflections revealed stronger creative confidence, appreciation for collaboration, and intentions to use HCD in future practice. Findings suggest that brief, immersive learning meaningfully enhances engagement and skill development, supporting the value of integrating HCD into occupational therapy education. Educators should prioritize hands-on, collaborative activities and reflective practice, while future research should explore long-term impacts and broader curricular integration.