Fish Ari M, Fields J Matthew, Ziring Deborah, McCoy Gina, Ostroff Paula, Hayden Geoffrey
Sidney Kimmel Medical College, Thomas Jefferson University, Philadelphia, PA, USA.
Thomas Jefferson University, Philadelphia, PA, USA.
J Med Educ Curric Dev. 2022 Feb 24;9:23821205221080701. doi: 10.1177/23821205221080701. eCollection 2022 Jan-Dec.
Health systems science (HSS) curricula in medical schools facilitate an understanding of social determinants of health (SDOH) and their impact on health outcomes. After implementation of an experiential, patient-centered program based around SDOH screening, however, our medical college noted poor student receptivity and engagement. In order to improve the program, we chose a design thinking approach based on the perceived value of actively engaging learners in the design of education. The role of design thinking in curricular quality improvement, however, remains unclear.
We sought to determine if a current educational model for SDOH screening could be improved by reforming the curriculum using a design thinking workshop involving student and faculty stakeholders.
The current study is a retrospective analysis of first-year medical student, end-of-year evaluations of the Clinical Experience (CE) program at the Sidney Kimmel Medical College before (2018-19) and after (2019-20) implementation of the design thinking workshop and subsequent curriculum changes
Overall positive results significantly increased across all survey questions after the curricular intervention (p < 0.01), indicating increased student satisfaction with the revised curriculum.
Few studies assess outcomes of design thinking-driven curricular changes. The current study of an SDOH screening program details the implementation of initiatives that originated from a design thinking sprint and assesses program evaluations following these curricular changes. Most of the well-received curricular changes concerned improvements in student training, patient screening and follow-up, and the leveraging of existing technology. The study reinforces the importance of co-creation among stakeholders when redesigning medical curricula.
医学院校的卫生系统科学（HSS）课程有助于理解健康的社会决定因素（SDOH）及其对健康结果的影响。然而，在实施了一项基于SDOH筛查的体验式、以患者为中心的项目后，我们医学院注意到学生的接受度和参与度较低。为了改进该项目，我们基于让学习者积极参与教育设计的感知价值选择了一种设计思维方法。然而，设计思维在课程质量改进中的作用仍不明确。
我们试图确定，通过让学生和教师利益相关者参与设计思维工作坊来改革课程，是否可以改进当前的SDOH筛查教育模式。
本研究是对西德尼·金梅尔医学院一年级医学生在设计思维工作坊实施之前（2018 - 19年）和之后（2019 - 20年）对临床经验（CE）项目的年终评估进行的回顾性分析。
课程干预后，所有调查问题的总体积极结果显著增加（p < 0.01），表明学生对修订后的课程满意度提高。
很少有研究评估设计思维驱动的课程变革的结果。当前这项关于SDOH筛查项目的研究详细介绍了源自设计思维冲刺的举措的实施情况，并评估了这些课程变革后的项目评估。大多数受到好评的课程变革涉及学生培训、患者筛查和随访的改进，以及对现有技术的利用。该研究强化了在重新设计医学课程时利益相关者共同创造的重要性。
