scholarly journals A Design Thinking Approach to Enhance Interprofessional Education Between Technology and Medicine for Innovative Elder Pain Care.

2021 ◽  
Author(s):  
Patama Gomutbutra ◽  
Noppon Choosri ◽  
Peerasak Lerttrakarnnon
Keyword(s):  
Medical Students ◽  
Interprofessional Education ◽  
Solution Method ◽  
Design Thinking ◽  
Education Design ◽  
Three Stages ◽  
Interactive Workshop ◽  
Pain Care ◽  
Educational Program Evaluation

Background: Design thinking (DT) describes three stages in the design thinking cycle: 1) inspiration, which embodies the initial problem or opportunity; 2) ideation, which encompasses the development and refinement of ideas; and 3) implementation, which involves the introduction and application of the derived solution. Method: The prospective educational program evaluation July 2020 to December 2020. A 150 min interactive workshop regarding developing innovative elder pain care. Medical students will be grouping into four medical students: 1 technological student. Then they will be assigned to match with a technology student. The interprofessional education design thinking activity consists of three parts; a brief introduction, the brainstorming process to identified pain points by persona and user journey to generate the idea, and the prototype presentation. Results: Forty sixth-year medical students and twelve technological students participated. 58% of medical students and 95% of technological students perceived DT as very helpful for their careers. However, only 30% of medical students and 60% of technological students were inspired to develop actual prototypes after the course. Nearly all of the students responded they comfortable with this interdisciplinary project-based style. Still, the time of the workshop is too limited, and among those responding with no interest pursue the project gave a reason that they lack time after rotating to other courses. Conclusion: Most medical students and technological students perceived DT as beneficial for their career and displayed satisfy in this co-project style. However, finding matched schedule of two disciplines made long-term interpersonal education challenging.

scholarly journals Team Training of Inter-Professional Students (TTIPS) for improving teamwork

2017 ◽  
Vol 3 (4) ◽  
pp. 127-134 ◽  
Author(s):  
John T. Paige ◽  
Deborah D. Garbee ◽  
Qingzhao Yu ◽  
Vadym Rusnak
Keyword(s):  
Medical Students ◽  
Interprofessional Education ◽  
Training Session ◽  
High Fidelity ◽  
High Fidelity Simulation ◽  
Team Structure ◽  
Undergraduate Nursing ◽  
Simulation Based ◽  
Assessment Scales

ObjectiveIn surgery, dysfunctional teamwork is perpetuated by a ‘silo’ mentality modelled by students. Interprofessional education using high-fidelity simulation-based training (SBT) may counteract such modelling. We sought to determine whether SBT of interprofessional student teams (1) changes long-term teamwork attitudes and (2) is an effective form of team training.DesignA quasiexperimental, pre/postintervention comparison design was employed at an academic health sciences institution. High-fidelity simulation-based training of 42 interprofessional teams of third year surgery clerkship medical students and senior undergraduate nursing students was undertaken using a two-scenario format with immediate after action debriefing. Pre/postintervention TeamSTEPPS Teamwork Attitudes questionnaires (5 subscales, 30 items, Likert type) were given to the medical student and undergraduate nursing student classes. Pre/postsession Readiness for Inter-Professional Learning (RIPL; 19 items, Likert type) surveys and postscenario participant-rated and observer-rated Teamwork Assessment Scales (3 subscales, 11 items, Likert type) were given during each training session. Mean TeamSTEPPS Teamwork Attitudes Questionnaire, RIPL and Teamwork Assessment Scales scores were calculated; matched pre/postscore differences and trained versus non-trained TeamSTEPPS Teamwork Attitudes Questionnaire scores were compared using paired t-test or analysis of variance.ResultsBoth student groups had 10 significantly improved RIPL items as well as TeamSTEPPS Teamwork Attitudes Questionnaire (TTAQ) mutual support subscales. Medical students had a significantly improved TTAQ team structure subscale. Over a simulation-based training session, each observer-rated Teamwork Assessment Scales subscale and two self-rated Teamwork Assessment Scales subscales significantly improved. Trained students had significantly higher TTAQ team structure subscales than non-trained students.ConclusionsInterprofessional education using high-fidelity simulation-based training of students is effective at teaching teamwork, changing interprofessional attitudes and improving long-term teamwork attitudes.

scholarly journals Efficacy of implementing intermittent STOP THE BLEED® reviews on long term retention of hemorrhage control skills of first year medical students

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Enkhtsogt Sainbayar ◽  
Nathan Holt ◽  
Amber Jacobson ◽  
Shalini Bhatia ◽  
Christina Weaver
Keyword(s):  
Medical Students ◽  
Intervention Group ◽  
Training Session ◽  
Likert Scale ◽  
Control Group ◽  
First Year ◽  
Hemorrhage Control ◽  
Term Retention ◽  
Long Term Retention

Abstract Context Some medical schools integrate STOP THE BLEED® training into their curricula to teach students how to identify and stop life threatening bleeds; these classes that are taught as single day didactic and hands-on training sessions without posttraining reviews. To improve retention and confidence in hemorrhage control, additional review opportunities are necessary. Objectives To investigate whether intermittent STOP THE BLEED® reviews were effective for long term retention of hemorrhage control skills and improving perceived confidence. Methods First year osteopathic medical students were asked to complete an eight item survey (five Likert scale and three quiz format questions) before (pretraining) and after (posttraining) completing a STOP THE BLEED® training session. After the surveys were collected, students were randomly assigned to one of two study groups. Over a 12 week intervention period, each group watched a 4 min STOP THE BLEED® review video (intervention group) or a “distractor” video (control group) at 4 week intervals. After the 12 weeks, the students were asked to complete an 11 item survey. Results Scores on the posttraining survey were higher than the pretraining survey. The median score on the five Likert scale items was 23 points for the posttraining survey and 14 points for the pretraining survey. Two of the three knowledge based quiz format questions significantly improved from pretraining to posttraining (both p<0.001). On the 11 item postintervention survey, both groups performed similarly on the three quiz questions (all p>0.18), but the intervention group had much higher scores on the Likert scale items than the control group regarding their confidence in their ability to identify and control bleeding (intervention group median = 21.4 points vs. control group median = 16.8 points). Conclusions Intermittent review videos for STOP THE BLEED® training improved medical students’ confidence in their hemorrhage control skills, but the videos did not improve their ability to correctly answer quiz-format questions compared with the control group.

scholarly journals USE INTERACTIVE MEDIA TO ENHANCE CREATIVITY OF DESIGNERS BY STIMULATING THE SENSES IN THE CONTEXT OF ART DESIGN EDUCATION

2021 ◽  
Vol 1 ◽  
pp. 3319-3328
Author(s):  
Xiaoxiao Liu ◽  
Yukari Nagai ◽  
Kumi Yabuuchi ◽  
Xiuxia Cui
Keyword(s):  
Design Education ◽  
Design Thinking ◽  
Interactive Media ◽  
Media Technology ◽  
Education Environment ◽  
The Senses ◽  
Art Design ◽  
To Receive ◽  
Core Issues

AbstractCreativity is very important for designers, and methods to stimulate designers' creativity are the long-term focus of art design education. The senses are an important channel for designers to receive information and define core issues. Stimulating the designer's senses can help enhance their perception and creativity, and is of great benefit for the quality and efficiency of the design outcome. Today's interactive media technology provides more possibilities and advantages for designers' perception and sensation. The purpose of this research is to explore a way to stimulate the designer's senses through the use of interactive media, thereby improving the designer's design thinking and creativity, and providing designers with innovative design support. By means of interactive ground projection and experiments, and discussion of the advantages of interactive media to stimulate designers' senses, this research proposes innovations in art design educational media, which is valuable for the training and learning of designers and the development of virtual education environment in the future.

Crossing cultural borders: A case study of conceptual design outcomes of U.S. and Moroccan student samples

2021 ◽  
pp. 1-42
Author(s):  
Aoran Peng ◽  
Jessica Menold ◽  
Scarlett Miller
Keyword(s):  
Global Economy ◽  
Design Theory ◽  
Design Thinking ◽  
Emerging Market ◽  
Gender Effects ◽  
Concept Generation ◽  
Design Theory And Methodology ◽  
Key Aspects ◽  
The U.S

Abstract There has been a plethora of design theory and methodology research conducted to answer important questions centered around how ideas are developed and translated into successful products. Understanding this is vital because of the role creativity and innovation have in long-term economic success. However, most of this research have focused on U.S. samples, leaving to question if differences exist across cultural borders. Answering this question is key to supporting a successful global economy. The current work provides a first step at answering this question by examining similarities and differences in concept generation and screening practices between students in an emerging market, Morocco, and those in a more established market, the U.S during a design thinking workshop. Our results show that while students in the U.S. sample produced more ideas than the Moroccan sample, there was no difference in the perceived quality of ideas generated (idea goodness). In addition, while U.S. women were found to produce more ideas than U.S. men, there were no gender effects for students in the Moroccan sample. Finally, the results show that ideas with low goodness had a higher probability of passing concept screening if it was evaluated by its owner regardless of the population studied – identifying the potential impact of ownership bias across cultures. As a whole, these results suggest that key aspects of design theory and methodology research may in fact translate across cultures but also identified key areas for further investigation.

scholarly journals Intrinsic vs. Extrinsic Motivation as Drivers for Early Engagement in Research by Medical Students

2020 ◽  
Author(s):  
Yassar Alamri ◽  
Erik Monasterio ◽  
Lutz Beckert ◽  
Tim J Wilkinson
Keyword(s):  
Medical Students ◽  
Extrinsic Motivation ◽  
Self Determination Theory ◽  
Self Determination ◽  
Future Studies ◽  
Research Engagement ◽  
Research Activities ◽  
Research Involvement ◽  
Key Factor

Abstract BackgroundA student’s motivation is a key factor in their success in undertaking an education endeavour. However, how this relates to involvement in research by medical students is unclear.MethodsAn electronic questionnaire was sent to all medical students at our institution. To ascertain students’ motivation to undertake research, they were asked an open-ended question to describe the single major factor that would encourage them to get involved in research as a medical student. A framework of self-determination theory was used to deductively code the responses as intrinsic motivation (‘IM’; e.g., interest/passion) or extrinsic motivation (‘EM’; e.g. improving CV). The two groups were then contrasted in relation to their research engagement.ResultsA total of 348 students were included in the survey, of whom 204 were coded as IM responses, and 144 were coded as EM responses. Students who engaged in extra-curricular research activities were more likely to report an underlying EM (48% vs. 36%, p = 0.03). They were also older (23.7 ± 3.5 vs. 21.9 ± 3.7, p = 0.005), and more likely to have completed a prior research degree (15% vs. 3%, p = 0.01).ConclusionIn this study, EM was a bigger influencer on research involvement by medical students than IM. Future studies should explore promoters of IM, and include longitudinal data in order to assess whether EM students continue to be involved in research long-term.

Requirements-Based Design of Serious Games and Learning Software

2019 ◽  
pp. 1-34
Author(s):  
Brock Randall Dubbels
Keyword(s):  
Design Thinking ◽  
Care Facility ◽  
Serious Game ◽  
Multiple Traits ◽  
Term Care ◽  
Long Term Care Facility ◽  
Learning Software ◽  
Newly Hired

A serious game can be entertaining and enjoyable, but it is designed to facilitate the acquisition of skills and knowledge performance in the workplace, classroom, or therapeutic context. Claims of improvement can be validated through assessments successful, measurable practice beyond the game experience, the targeted context of the workplace, classroom, or clinical using the same tools as multiple traits and multiple measure (MTMM) models. This chapter provides a post-mortem describing the development of the initial design and development of a measurable model to inform the design requirements for validation for a serious game. In this chapter, the reader will gain insight into the implementation of lean process, design thinking, and field observations for generative research. This data informs the assessments and measurement of performance, validated through the MTMM model criteria for requirements. The emphasis examines the role of research insights for onboarding and professional development of newly hired certified nursing assistants in a long-term care facility.

scholarly journals TEACHING MOTIVATIONAL INTERVIEWING OF OLDER ADULTS IN AN INTERPROFESSIONAL EDUCATION SETTING: A PILOT STUDY

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S872-S873
Author(s):  
Nina L Tamashunas ◽  
Elizabeth Smilovich-Fine
Keyword(s):  
Older Adults ◽  
Motivational Interviewing ◽  
Interprofessional Education ◽  
Statistical Significance ◽  
Pressure Control ◽  
Health Behavior Change ◽  
Student Diversity ◽  
Speech Pathology ◽  
Motivation For Change ◽  
Interactive Workshop

Abstract Motivational interviewing (MI), a person-centered method of strengthening personal motivation for change, improves health behaviors (i.e. blood pressure control) in older adults. However, literature lacks exploration of teaching MI in interprofessional and geriatric settings. We sought to pilot and assess the utility of an MI curriculum for an interprofessional group of second-year graduate students (medical, physician assistant, nursing, and speech pathology) working with older adults. The 5-week curriculum included a 2-hour interactive workshop, a geriatric standardized patient (SP), and small group meetings with a geriatric community member. We employed a pretest/posttest design to assess perceived importance and confidence using a 5-point Likert scale and knowledge acquisition using a modified version of the Motivational Interviewing Knowledge and Attitudes Test. Feedback from students on curricular design was obtained via a post-curriculum survey. Of the 17 students enrolled, 100% (17/17) completed the pretest and posttest and 94% (16/17) completed the post-curriculum survey. Previous MI training ranged from 0 to 12 hours. Students felt more confident in their MI skills (p&lt;0.05) after the curriculum. Aggregate knowledge scores did not achieve statistical significance. Feedback indicated that students enjoyed practicing with SPs and processing feedback and would have preferred more student diversity and a more advanced curriculum. While limited by sample size, this pilot demonstrated that a brief geriatric-specific curriculum was well received and improved student confidence in MI skills. Larger studies should explore tailoring teaching methods of MI knowledge and skills in a diverse learner population working with older adults to promote health behavior change.

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