van de Grift Tim C, Kroeze Renske
T.C. van de Grift is medical doctor and PhD candidate, Departments of Plastic Surgery and Medical Psychology, Vrije Universiteit Medical Center Amsterdam, and teacher, Institute for Interdisciplinary Studies, University of Amsterdam, Amsterdam, the Netherlands. R. Kroeze is psychologist and teacher, Institute for Interdisciplinary Studies, University of Amsterdam, Amsterdam, the Netherlands.
Acad Med. 2016 Sep;91(9):1234-8. doi: 10.1097/ACM.0000000000001195.
Grappling with complex structural health care issues requires medical professionals to have training in skills and knowledge that go beyond the basic and clinical sciences. It is also crucial for health care professionals to be able to work collaboratively. However, medical education has only limitedly institutionalized the teaching of these skills.
In fall 2014, a one-semester crossover course called Hacking Healthcare was developed by the University of Amsterdam in cooperation with the Gerrit Rietveld Academie of Fine Arts and six health care institutions in the greater Amsterdam area. The course comprised one or two weekly three-hour evening sessions consisting of a lecture, workshop, and group work. It was structured using the three stages of the design thinking process-inspiration, ideation, and implementation. Twenty-seven medicine, psychology, other science disciplines, and art students participated, working in interdisciplinary groups on an assigned case study.
The course yielded both unconventional and holistic key insights and a wide range of tangible outcomes, which were also considered to be relevant by the patient. Among university (i.e., nonart) students (n = 14), the average overall score of the course was 8.5 out of 10, with 10 being the highest rating. Aspects of the course that were mentioned as positive points were the activating teaching environment, academic development, and development of collaboration skills and creative capabilities.
This approach could be applied in other fields, such as medical education on a larger scale, clinical practice, and the design of scientific research.
应对复杂的结构性医疗保健问题要求医学专业人员具备超越基础科学和临床科学的技能与知识培训。医疗保健专业人员能够开展协作也至关重要。然而，医学教育仅在有限程度上将这些技能的教学制度化。
2014年秋季，阿姆斯特丹大学与格里特·里特维尔德美术学院以及大阿姆斯特丹地区的六家医疗保健机构合作开发了一门名为“破解医疗保健”的一学期交叉课程。该课程每周有一到两次为期三小时的晚间课程，包括讲座、研讨会和小组作业。它采用设计思维过程的三个阶段——灵感、构思和实施来构建。27名医学、心理学、其他科学学科和艺术专业的学生参与其中，以跨学科小组形式处理一个指定的案例研究。
该课程产生了既非传统又全面的关键见解以及广泛的实际成果，患者也认为这些成果具有相关性。在大学（即非艺术）学生（n = 14）中，该课程的平均总体得分是8.5分（满分10分），10分为最高评分。被提及为积极方面的课程内容包括活跃的教学环境、学术发展以及协作技能和创新能力的培养。
这种方法可应用于其他领域，如更大规模的医学教育、临床实践和科学研究设计。
