Using Design Thinking to Develop and Improve Health Profession Curricula

dc.contributor.advisorDaley, Michael
dc.contributor.authorMatbouly, Ghassan
dc.date.accessioned2024-03-18T12:18:21Z
dc.date.available2024-03-18T12:18:21Z
dc.date.issued2024
dc.description.abstractIn recent years, there has been a notable shift towards student-centered education, with an increasing adoption of Design Thinking (DT) frameworks in educational settings to achieve this objective. DT methodology offers a novel approach to address longstanding and complex educational challenges, emphasizing collaborative curriculum co-design with key stakeholders in health professions education (HPE). Past research has highlighted the effectiveness of DT in fostering innovative ideas that enhance learning outcomes and critical thinking skills among students. However, successful implementation of DT requires thorough preparation, ongoing monitoring of group dynamics, and continuous engagement of stakeholders. This study explores the application of DT in the development of HPE curriculum, revealing its potential to improve both the education and healthcare sectors through enhanced collaboration and innovation.
dc.format.extent30
dc.identifier.urihttps://hdl.handle.net/20.500.14154/71670
dc.language.isoen_US
dc.publisherUniversity of Rochester
dc.subjectDesign Thinking
dc.subjectHealth Professional Education
dc.subjectCurriculum Development
dc.subjectInnovation
dc.subjectProblem Solving
dc.subjectMedical Education
dc.titleUsing Design Thinking to Develop and Improve Health Profession Curricula
dc.typeThesis
sdl.degree.departmentEducation
sdl.degree.disciplineHealth Professions Education
sdl.degree.grantorUniversity of Rochester
sdl.degree.nameMaster of Science

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