Document Type : Original Article
Authors
1 Warren Alpert Medical School, Brown University, Rhode Island, United States
2 Department of Emergency Medicine, Warren Alpert Medical School, Brown University Health, Rhode Island, United States
Abstract
Introduction: Design thinking is vital in medical education for addressing complex healthcare challenges, but interdisciplinary collaboration opportunities remain limited. This study evaluates student-reported 1) exposure to design-thinking methods, and 2) access to healthcare-specific design opportunities (courses, projects, mentors, and networks) at Brown University, the Rhode Island School of Design (RISD), and the Warren Alpert Medical School (AMS). It also assesses a student-driven organization that fosters skill development, interdisciplinary collaboration, and project-based learning.
Methods: A survey was developed with multidisciplinary student and faculty review for face and content validity. Using a cross-sectional convenience sample from a cross-institutional listserv, 77 students completed the 25-question survey covering demographics, prior experiences, interests, and perceived access to healthcare design opportunities. Responses used checkbox and Likert scale formats. We used descriptive statistics and between-group comparisons (project participants vs nonparticipants) via t-tests on Likert means (α=0.05).
Results: The survey yielded 77 responses. Respondents represented Brown (61%), AMS (18%), and RISD (14%), with 6% enrolled in joint Brown-RISD programs. Institutional disparities were noted from self-reported aptitudes: RISD students excelled in design (100%), and AMS in research (79%). Brown students reported the greatest access to academic opportunities in healthcare design (68%). Common challenges included limited professional networks (average 2.4/5). Participants sought collaborations and skills from other institutions. Most respondents (94%) desired project-based opportunities, highlighting demand for practical applications. Design x Health project participants reported significantly higher self-perceived access to opportunities and understanding of design processes compared to non-participants.
Conclusions: This study highlights the potential of student-driven organizations in addressing limited opportunities and networking needed to incorporate design in health solutions. By improving access to networks and integrating healthcare design into curricular and extracurricular offerings, such initiatives prepare students to tackle healthcare challenges.
Highlights
Keywords
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