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Review
. 2019 Apr 4;19(1):98.
doi: 10.1186/s12909-019-1528-8.

A qualitative review of the design thinking framework in health professions education

Jacqueline E McLaughlin  1   2 , Michael D Wolcott  3   4   5 , Devin Hubbard  6 , Kelly Umstead  7 , Traci R Rider  7   8
Affiliations
Review

A qualitative review of the design thinking framework in health professions education

Jacqueline E McLaughlin et al. BMC Med Educ. .

Abstract

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.

Keywords: Creativity; Curriculum development; Design thinking; Innovation; Problem solving.

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Conflict of interest statement

Ethics approval and consent to participate

No data were collected from or about individuals, therefore consent was not necessary for this study.

Consent for publication

Not applicable – data (e.g. video, details, images) from individuals were not included in this manuscript.

Competing interests

The authors declare that they have no competing interests.

Publisher’s Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Figures

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Fig. 1
Article Review Flow Diagram
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