Innovation per DiEM: Design in Emergency Medicine, A Longitudinal Medical School Design Curriculum

2019 ◽  
Author(s):  
Xiao Chi Zhang ◽  
Bon Ku ◽  
Robert Pugliese ◽  
Dimitrios Papanagnou ◽  
Mark Tykocinski ◽  
...  
Keyword(s):  
Design Thinking ◽  
Training Session ◽  
Idea Generation ◽  
School Design ◽  
Self Evaluation ◽  
Medical College ◽  
Future Goals ◽  
Student Teams ◽  
Project Deliverables ◽  
Faculty Mentors

Abstract Background The use of design principles in tackling complex health issues is gaining significant traction. Medical education must evolve to prepare future clinicians on design thinking methods. Method Twenty second-year medical students and seven EM faculty mentors from the Sidney Kimmel Medical College were enrolled in eight, 3-hour experiential design didactic sessions in 2017-18. Student teams were matched with EM physician-mentors to apply design thinking methods to specific ED problems. Didactic content included: 1) empathy building; 2) idea generation; 3) prototyping; 4) testing; 5) the user experience; 6) service design; 7) business canvas planning; 8) idea presentation. The curriculum was developed based the Kolb’s cycle, constructivist framework and Stanford d.school design thinking and students were evaluated using the Kirkpatrick Model through self-evaluation, group presentations, and project deliverables. Results Quantitative evaluation of the simulated training session was extracted through an 11-item questionnaire using a 5-point Likert scale. Overall responses were positive. Both students and faculty reported that participation in the curriculum was a valuable experience and provided deeper insight into applying design in healthcare. Areas of improvement included requests for longitudinal feedback, diverse collaborative efforts, and practical design workshops. The majority of learners recommended this curriculum to future learners. Conclusion Innovation per DiEM is a unique design curriculum that focuses on EM challenges with active EM clinician mentorship. Future goals include developing longitudinal evaluation and broadening healthcare challenges beyond the context of the ED.

Exploration of the Timing of Introduction of Design Heuristic Cards to Early Design Brainstorming Sessions by Interdisciplinary Student Teams

2020 ◽  
Author(s):  
Abimelec Mercado Rivera ◽  
José E. Lugo
Keyword(s):  
Design Thinking ◽  
Idea Generation ◽  
Control Treatment ◽  
Early Design ◽  
Design Heuristics ◽  
Student Teams ◽  
Significant Difference ◽  
Experimental Treatments ◽  
The Individual ◽  
College Of Engineering

Abstract This research focuses on improving the outcome of idea generation sessions of interdisciplinary student teams working in the early design stages of a product or solution by measuring the effect of incorporating Design Heuristics Cards at different points of ideation sessions that adhere to the brainstorming guidelines. Using the design thinking methodology, an open-ended challenge was given to the participating teams for a Brainstorming exercise divided into a fifteen-minute individual segment followed by a thirty-minute team ideation segment. Three experimental treatments were designed where Design Heuristics Cards were introduced at different points of the ideation exercise: the start of the individual ideation segment, the start of the team ideation segment, or the second half of the team ideation segment. A fourth control treatment did not introduce the cards at any point but used the Brainstorming guidelines throughout. The metrics observed were Fluency, Novelty, Feasibility, and Market Fit of the ideas generated by the students. Eighty-four students participated in the experiment, with 58.3% being from majors in the College of Engineering, 28.6% from majors in the College of Business Administration, 7.1% from majors in the College of Arts and Sciences, and 6.0% from majors in the College of Agriculture. No significant difference was found among the experimental treatments; however the results are not considered final due to the explorative nature of the study. Recommendations are made on future work and possible improvements to the experiment.

Exploration of Entrepreneurial Student Teams Performance and Student Team Members’ Personality via the Big Five Test

2017 ◽  
Author(s):  
José E. Lugo ◽  
Mari Luz Zapata-Ramos ◽  
Carla P. Puig
Keyword(s):  
Big Five ◽  
Design Thinking ◽  
Idea Generation ◽  
Design Teams ◽  
Team Members ◽  
Interdisciplinary Design ◽  
Student Teams ◽  
Behavior Theories ◽  
Group Compositions ◽  
Start Ups

Entrepreneurial teams are generally interdisciplinary in nature; they tend to combine business, design, and engineering disciplines/expertise. The effectiveness of interdisciplinary design teams has become more important for both start-ups and companies that want to innovate; however, it is often troublesome to determine the group composition that delivers a good product/business idea. The purpose of this study is to investigate the traits in personalities that are needed in a successful entrepreneurial student design team. A study was conducted in which 40 students were divided into seven groups to deliver a technology-based product using design thinking techniques, and consumer behavior theories and research. The personality for each team member was evaluated utilizing the Big Five Test and analyzed jointly as a team, denoted as Team’s Overall Personality (TOP); and by the variability of their personalities in the group, referred as Team Personality Distribution (TPD). The teams’ performances were accounted, ranking them in Best of Best (BOB) and Worst of Worst (WOW) by taking into consideration their performance in: interview collection, idea generation, prototyping, and final presentation. The results demonstrated that the teams with best performance had high variability in Neuroticism and Extraversion when analyzed by TPD and average personality traits in Extraversion and Agreeableness when analyzed with TOP. Therefore, analysis supported that each member’s personality affects his or her team’s performance. It is recommended that the relationship is further investigated for a better representation of efficient group compositions. Recommendations on how to compose entrepreneurial design teams are provided.

Neue Geschäftsmodelle in der Life Science Industrie durch einen ganzheitlichen Innovationsprozess

2021 ◽  
Vol 62 (1) ◽  
pp. 17-29
Author(s):  
Ouelid Ouyeder ◽  
Julia Hitzbleck ◽  
Henning Trill
Keyword(s):  
Business Models ◽  
Design Thinking ◽  
Life Science ◽  
Real Life ◽  
Idea Generation ◽  
Innovation Process ◽  
Innovation Activities ◽  
New Business ◽  
End To End ◽  
Lean Startup

Abstract The aim of this paper is to introduce an end-to-end development process for non-biomedical innovation and new business models of a Life Science company that integrates different methods such as Design Thinking, Lean Startup, Agility and others within one framework. Since 2016 this innovation process is an essential part of the internal Employee Innovation program and proves its applicability in a real-life setting. Projects teams develop and implement their new digital business models successfully by taking the introduced innovation process as guideline. This process enables the Life Science organization to run two global entrepreneurship programs (Catalyst Fund and Catalyst Box) that foster customer focus with fast and evidence-based experimentation. The article encompasses a real-life case study out of the Catalyst Fund program about the Farm Advisory Team from India. By using this example each phase of the innovation process is described schematically. Idea generation is easy-to-apply, but the implementation of ideas is one of the biggest challenges in larger corporations. The proposed end-to-end innovation process connects the dots of different innovation methods and provides guidance to company decision makers and project teams in order to structure their business model innovation activities/strategy and discussions. Zusammenfassung Das Ziel dieses Beitrags ist es, einen durchgängigen Innovationsprozess für nicht-biomedizinische Lösungen und Geschäftsmodelle eines Life-Science-Unternehmens vorzustellen, der verschiedene Methoden wie Design Thinking, Lean Startup, Agilität und andere innerhalb eines Gestaltungsrahmens integriert. Seit 2016 ist der Innovationsprozess ist ein wesentlicher Bestandteil des internen Employee Innovation Programms und beweist seine Anwendbarkeit in einem realen Umfeld. Projektteams entwickeln und implementieren ihre neuen digitalen Geschäftsmodelle erfolgreich, indem sie den vorgestellten Innovationsprozess als Leitfaden nutzen. Dieser Prozess ermöglicht es dem Life-Science-Unternehmen, zwei globale Entrepreneurship-Programme (Catalyst Fund und Catalyst Box) durchzuführen, die den Kundenfokus mit schnellen und evidenzbasierten Experimenten fördern. Der Artikel umfasst eine reale Fallstudie aus dem Catalyst Fund Programm über das Farm Advisory Team aus Indien. Anhand dieses Beispiels wird jede Phase des Innovationsprozesses schematisch beschrieben. Die Ideengenerierung ist leicht anwendbar, aber die Umsetzung von Ideen ist eine der größten Herausforderungen in größeren Unternehmen. Der vorgeschlagene End-to-End-Innovationsprozess integriert die verschiedenen Innovationsmethoden und bietet Entscheidungsträgern und Projektteams in Unternehmen eine Anleitung, um ihre Aktivitäten bzw. Strategie und Diskussionen zur Geschäftsmodellinnovation zu strukturieren.

Student Teams in Search of Design Thinking

2013 ◽  
pp. 11-34 ◽  
Author(s):  
Shelley Goldman ◽  
Zandile Kabayadondo ◽  
Adam Royalty ◽  
Maureen P. Carroll ◽  
Bernard Roth
Keyword(s):  
Design Thinking ◽  
Student Teams

scholarly journals MEDICAL COLLEGE STUDENTS HEALTH CHANGES DURING THE STUDY PERIOD

2017 ◽  
Vol 3 ◽  
pp. 348
Author(s):  
Rita Geske ◽  
Alevtīna Leice ◽  
Iveta Strode ◽  
Maira Lāce
Keyword(s):  
Physical Health ◽  
Vital Capacity ◽  
Eating Habits ◽  
Low Density Lipoprotein ◽  
Density Lipoprotein ◽  
Self Evaluation ◽  
Medical College ◽  
One Year ◽  
The One ◽  
Lipid Parameters

The goal of this research is to analyze the change of students’ physical health during the one year of studies in context of lifestyle. The research participants were 103 Medical College’s students aged 19 to 56 years. All tests, measurements and questionnaires were done at falls of 2015 and 2016. Students’ physical health was evaluated in accordance with Apanasenko’s methods based on investigative anthropometric and functional testing measurements. These measurements included body mass index, lungs vital capacity, strength index, Robinson index and Recovery Heart Rate. Students’ lifestyle habits were determined with the help of questionnaire that included question groups regarding the self-evaluation of health status, health problems and illnesses, eating habits, and physical activities. During the research, lipid parameters in blood were also measured determining the total cholesterol (TC), high-density lipoprotein (HDL) and low-density lipoprotein (LDL).

scholarly journals An Evaluation of Methods to Assess Team Research Consultations

2020 ◽  
Vol 15 (3) ◽  
pp. 36-58
Author(s):  
Ashlynn Kogut ◽  
Pauline Melgoza
Keyword(s):  
Action Research ◽  
Focus Groups ◽  
Assessment Method ◽  
Assessment Methods ◽  
Team Process ◽  
Action Research Project ◽  
Technical Paper ◽  
Student Teams ◽  
Project Deliverables ◽  
The One

Abstract Objective – Due to the individualized nature of consultations and institutional constraints, research consultations can be challenging to assess. At Texas A&M University Libraries, subject librarians use research consultations to teach information literacy to upper-division engineering student teams working on a technical paper project. This paper describes an action research project designed to evaluate which assessment method for consultations with student teams would provide the most actionable data about the instruction and the consultation logistics as well as optimize librarian time. Methods – For three semesters, we simultaneously used up to four consultation assessment methods: one-minute papers, team process interviews, retrospective interviews, and questionnaires. We followed the action research cycle to plan the assessments, implement the assessments, reflect on the data collected and our experiences implementing the assessments, and revise the assessments for the next semester. Each assessment method was distributed to students enrolled in an engineering course at a different point in the technical paper project. The one-minute paper was given immediately after the consultation. The team process interviews occurred after project deliverables. The questionnaire was distributed in-person on the last day of class. Focus groups were planned for after the assignment was completed, but low participation meant that instead of focus groups we conducted retrospective interviews. We used three criteria to compare the assessments: information provided related to the effectiveness of the instruction, information provided about the logistics of the consultation, and suitability as an assessment method in our context. After comparing the results of the assessment methods and reflecting on our experiences implementing the assessments, we modified the consultation and the assessment methods for the next semester. Results – Each assessment method had strengths and weaknesses. The one-minute papers provided the best responses about the effectiveness of the instruction when questions were framed positively, but required the most staff buy-in to distribute. The team process interviews were time intensive, but provided an essential understanding of how students think about and prepare for each progress report. Recruiting for and scheduling the focus groups required more time and effort than the data collected about the instruction and logistics warranted. The questionnaire provided student perspectives about their learning after the assignment had been completed, collected feedback about the logistics of the consultations, was easy to modify each semester, and required minimal librarian time. Conclusion – Utilizing multiple assessment methods at the same time allowed us to determine what would work best in our context. The questionnaire, which allowed us to collect data on the instruction and consultation logistics, was the most suitable assessment method for us. The description of our assessment methods and our findings can assist other libraries with planning and implementing consultation assessment.

Modeling a cocreative process: The contributions of design and management

2019 ◽  
Vol 34 (3) ◽  
pp. 111-137 ◽  
Author(s):  
Maud Dampérat ◽  
Florence Jeannot ◽  
Eline Jongmans ◽  
Alain Jolibert
Keyword(s):  
New Product Development ◽  
Creative Process ◽  
Design Thinking ◽  
Idea Generation ◽  
Mediating Role ◽  
New Product Development Teams ◽  
Development Teams ◽  
Three Stages ◽  
Individual Variables

This research focuses on the understanding of a team creative process (or co-creative process) by adding design and management inputs to the marketing approach. It proposes and empirically tests a co-creative process based on the three stages of the design thinking method: (1) need definition, (2) idea generation, and (3) solution prototyping. This model also includes the influence of individual variables –empathy, domain-relevant familiarity, and task involvement –at different stages of the co-creative process. The results validate the mediating role of idea generation between need definition and solution prototyping and the influence of the selected individual variables. The predictive validity of the co-creative process has been tested via the evaluation of the solution by experts. Several actions are proposed at each stage of the co-creative process to enable organizations to stimulate the creativity of their new product development teams.

Co-Creating Games with Children

2015 ◽  
Vol 7 (3) ◽  
pp. 22-43 ◽  
Author(s):  
Karen Mouws ◽  
Lizzy Bleumers
Keyword(s):  
Cooperative Learning ◽  
Survey Methods ◽  
Idea Generation ◽  
Learning Mechanisms ◽  
Self Evaluation ◽  
Group Processing ◽  
Group Deliberation ◽  
Design Activities ◽  
Game Designer ◽  
Creative Production

In this paper, the authors investigate the role of and relationship between creative production practices (e.g. problem-solving and self-evaluation) and cooperative learning mechanisms (e.g. building trust and group processing) in a case of game co-design. 21 Belgian school children created game concepts together with a game designer, their teacher, and co-design facilitators. During a project week at school, participants moved from idea generation to presenting game concepts through collaboratively created prototypes. This case study, combining observation and survey methods, reveals that self-evaluation and openness to sharing ideas emerged spontaneously, but the critical analysis of digital games and crediting existing work require support. Moreover, as creative choices become part of group deliberation, progress in the creative production process critically depends on group functioning. The authors conclude that by grounding co-design in theory on cooperative learning and media literacy, co-design activities may be better understood and new avenues for supporting co-creators can be identified.

Using Senior Lab Projects to Develop Prototypes of Experiments in System Dynamics and Instrumentation

2003 ◽  
Author(s):  
Richard A. Layton
Keyword(s):  
System Dynamics ◽  
Mechanical Engineering ◽  
Computer Programs ◽  
Learning Objectives ◽  
Additional Work ◽  
Student Teams ◽  
Design Build ◽  
Conceptual Designs ◽  
Project Deliverables ◽  
Prototype Apparatus

Term projects in a senior-level, non-capstone, mechanical engineering lab course are described in which student teams design, build, and test prototype experiments for future use in sophomore- and junior-level courses in system dynamics and measurement. Project deliverables include the prototype apparatus and courseware such as prelab exercises, lab instructions, and computer programs to be used by the students in the target course. Three such projects are described. The purpose of this paper is to share the concept of using senior-level projects to create prototypes for lower-level courses and to share the conceptual designs of the prototypes for possible duplication and enhancement at other institutions. The projects are partially successful. The apparatuses are viable and the learning objectives of the senior lab course are met but additional work is required before the experiments can be used in the target lower-level courses.

scholarly journals Strategies to Promote Effective Student Research Teams in Undergraduate Biology Labs

2020 ◽  
Vol 82 (1) ◽  
pp. 18-27
Author(s):  
Kendra Spence Cheruvelil ◽  
Angela De Palma-Dow ◽  
Karl A. Smith
Keyword(s):  
Student Satisfaction ◽  
Student Attitudes ◽  
Idea Generation ◽  
Research Teams ◽  
Effective Teams ◽  
Team Culture ◽  
Team Assessment ◽  
Student Teams ◽  
Communication Conflict ◽  
Team Functioning

Biology labs often make use of student teams. However, some students resist working in teams, often based on poor experiences. Although instructors sometimes struggle with student teams, effective teams in biology labs are achievable. We increased student learning and satisfaction when working in research teams by (1) including in the syllabus a teamwork learning objective “to practice effective teamwork and team management, including modeling behaviors of inclusion and ethics, and using leadership skills to foster problem solving, team communication, conflict management, consensus building, and idea generation”; and (2) designing and implementing exercises that teach students the value of working in a team and how to be part of an effective student team (e.g., developing shared expectations, creating norms of behavior and team culture, and building awareness of the importance of team conflict and likely student responses to such conflict). We also used individual and team reflections on team functioning, following formal online team assessment. This article presents details about our curricular innovations as well as pretest and posttest data demonstrating student attitudes and beliefs regarding teamwork. We experienced improved student satisfaction and success in introductory biology lab courses, as well as reduced instructor guesswork and stress regarding student teams.

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