Wong Daniel J, Miranda-Nieves David, Nandivada Prathima, Patel Madhukar S, Hashimoto Daniel A, Kent Daniel O, Gómez-Márquez José, Lin Samuel J, Feldman Henry J, Chaikof Elliot L
D.J. Wong is a fourth-year resident, Department of Surgery, Beth Israel Deaconess Medical Center, Boston, Massachusetts.
D. Miranda-Nieves is a PhD candidate, Health Sciences and Technology, Harvard Medical School and Massachusetts Institute of Technology, Cambridge, Massachusetts.
Acad Med. 2021 Sep 1;96(9):1306-1310. doi: 10.1097/ACM.0000000000003958.
Health professions education does not routinely incorporate training in innovation or creative problem solving. Although some models of innovation education within graduate medical education exist, they often require participants' full-time commitment and removal from clinical training or rely upon participants' existing expertise. There is a need for curricula that teach innovation skills that will enable trainees to identify and solve unmet clinical challenges in everyday practice. To address this gap in surgical graduate education, the authors developed the Surgical Program in Innovation (SPIN).
SPIN, a 6-month workshop-based curriculum, was established in 2016 in the Beth Israel Deaconess Medical Center Department of Surgery to teach surgical trainees the basics of the innovation process, focusing on surgeon-driven problem identification, product design, prototype fabrication, and initial steps in the commercialization process. Participating surgical residents and graduate students attend monthly workshops taught by medical, engineering, and medical technology (MedTech) industry faculty. Participants collaborate in teams to develop a novel device, fabricate a protype, and pitch their product to a panel of judges.
From academic years 2015-2016 to 2017-2018, 49 trainees, including 41 surgical residents, participated in SPIN. Across this period, 13 teams identified an unmet need, ideated a solution, and designed and pitched a novel device. Ten teams fabricated prototypes. The 22 SPIN participants who responded to both pre- and postcourse surveys reported significant increases in confidence in generating problem statements, computer-aided design, fabrication of a prototype, and initial commercialization steps (product pitching and business planning).
Incorporating innovation education and design thinking into clinical training will prove essential in preparing future physicians to be lifelong problem finders and solvers. The authors plan to expand SPIN to additional clinical specialties, as well as to assess its impact in fostering future innovation and collaboration among program participants.
卫生专业教育通常不包括创新或创造性解决问题方面的培训。虽然研究生医学教育中有一些创新教育模式，但它们通常要求参与者全身心投入，脱离临床培训，或者依赖参与者现有的专业知识。需要有教授创新技能的课程，使学员能够在日常实践中识别和解决未满足的临床挑战。为了填补外科研究生教育的这一空白，作者开发了创新外科项目（SPIN）。
SPIN是一个为期6个月的基于研讨会的课程，于2016年在贝斯以色列女执事医疗中心外科设立，旨在教授外科受训人员创新过程的基础知识，重点是外科医生主导的问题识别、产品设计、原型制作以及商业化过程的初始步骤。参与的外科住院医师和研究生每月参加由医学、工程和医疗技术（MedTech）行业教员授课的研讨会。参与者以团队形式合作，开发一种新型设备，制作原型，并向评委小组推介他们的产品。
从2015 - 2016学年到2017 - 2018学年，49名受训人员，包括41名外科住院医师，参加了SPIN。在此期间，13个团队识别出未满足的需求，构思了解决方案，并设计和推介了一种新型设备。10个团队制作了原型。对课程前后调查都做出回应的22名SPIN参与者报告称，在生成问题陈述、计算机辅助设计、原型制作以及初始商业化步骤（产品推介和商业规划）方面的信心有显著提高。
将创新教育和设计思维纳入临床培训对于培养未来的医生成为终身问题发现者和解决者至关重要。作者计划将SPIN扩展到其他临床专科，并评估其在促进项目参与者未来创新与合作方面的影响。
