I WANT TO BELIEVE - cte.ku.edu · EMPOWERING EMPATHY IN MEDICAL EDUCATION Empathy is a crucial ingredient for medical education competencies in (1) Patient Care; (2) Communication;

EMPOWERING EMPATHYIN MEDICAL EDUCATION

Empathy is a crucial ingredient for medical education competencies in (1) Patient Care; (2) Communication; and (3) Systems-Based Practice.

Design Thinking X Medical Education is a series of interactive educational modules for clinicians’ empathy development using Design Thinking (DT).

The project aims to enable the learners to (1) recognize their biases; (2) apply practicable skills to understand patients’ perspectives; and (3) use the feedback from patients to deliver context-sensitive care.

PI : Hannah Park , MDes School of Architecture & Design, University of Kansas (KU)

Co-PI : Blake Lesselroth, MD, MBIUniversity of Oklahoma-Tulsa School of Community Medicine (OUTU)

KU Graduate Student Col laborators: Maria Jose Cardona Giraldo, Denise Chiao, Kait lyn M Jerome, Ar turo Erasmo Pini l la Perez, Shant Thomas

KU students in 2020 Spring ADS 712 par t ic ipated a research project run by Park and Lesselroth to develop a ser ies of DT exercises that aims to enhance cl inicians’ empathy toward their pat ients. Selected exercises wi l l be tested at the Student Academy: Social Determinants of Health and Patient-Centered Care, an al l -day workshop for medical students and nursing students at the School of Community Medicine, University of Oklahoma-Tulsa, in May, 2020.

Reference

Albala L., Bober T., Mallozzi M., Koeneke-Hernandez L., & Ku, B. (2018). Design-Thinking, Making, and Innovating: Fresh Tools for the Physician’s Toolbox. Universal Journal of Educational Research, 6(1), 179-183. doi: 10.13189/ ujer.2018.060118.

Batt-Rawden, S. A., Chisolm, M. S., Anton, B., & Flickinger, T. E. (2013). Teaching Empathy to Medical Students. Academic Medicine, 88(8), 1171–1177. doi: 10.1097/acm.0b013e318299f3e3.

Heath, S. (2018, October 17). Understanding Physician Empathy, How It Impacts Patient Care. Retrieved from https://patientengagementhit.com/news/understanding-physician-empathy-how-it-impacts-patient-care.

Hirsch, E. M. (2007). The Role of Empathy in Medicine: A Medical Students Perspective. AMA Journal of Ethics, 9(6), 423–427. doi: 10.1001/virtualmentor.2007.9.6.medu1-0706.

Menendez, M. E., Chen, N. C., Mudgal, C. S., Jupiter, J. B., & Ring, D. (2015). Physician Empathy as a Driver of Hand Surgery Patient Satisfaction. The Journal of Hand Surgery, 40(9). doi:10.1016/j.jhsa.2015.06.105.

Roberts, J. P., Fisher, T. R., Trowbridge, M. J., & Bent, C. (2016). A design thinking framework for healthcare management and innovation. Healthcare, 4(1), 11–14. https://doi.org/10.1016/j.hjdsi.2015.12.002.

Shin, A., Blenkhorn, L. (2018, June 26). National Survey Data Presented at the Compassion in Action Conference Show Mixed Reactions on State of Compassion in U.S. Healthcare. Retrieved April 19, 2020, from https:// www.prnewswire.com/news-releases/national-survey-data-presented-at-the-compassion-in-action-conference- show-mixed-reactions-on-state-of-compassion-in-us-healthcare-300480125.html.

* This project was suppor ted by CTE’s 2020 January Jumpstar t .

DESIGN THINKINGX

MEDICAL EDUCATION

CHALLENGE

Empathy is a crucial ingredient to medical education program object ives,

including pat ient care, communicat ion, and systems-based pract ice (Hirsch,

2007). We acknowledge that medical education attracts learners who are

compassionate and empathet ic. Yet , much of this learning occurs dur ing the

precl inical years; research has shown that empathy diminishes as medical

students advance in their education due to stress, fat igue, a need for

detachment , and the “unwritten curr iculum” of cl in ical t raining (Batt -Rawden,

Chisolm, Anton, & Fl ickinger, 2013).

Empathy intervent ions must be implemented throughout the ent i re medical

educational continuum so that learners can recognize (1) their own biases;

(2) the pat ient ’s perspective and feel ings; and (3) the unique context-of-care.

DT EXERCISE EXAMPLES FROM ADS 712

REFLECTION

Clinician’s biases Patient ’s perspective Context-of-care

Responding with an evidence-based and pat ient-centered plan that addresses

the social determinants of health, future medical education curr icula must

teach learners how to co-create solut ions with their pat ients that address the

needs and concerns of society at large.

SOLUTION

We propose to develop interactive educational modules for empathy development

using Design Thinking (DT). I t is a methodology for creat ive problem-f inding

and solving that emphasizes empathy and human-centered approach (Rober ts

et al . , 2016, p. 12). We hypothesize DT wi l l empower residents’ empathy and

systems thinking abi l i ty to suppor t the ethnical ly and socioeconomical ly diverse

pat ient populat ions (Albala et al . 2018).

EMPATHIZ

E

DEFINE IDEATE PROTOTYPE

TEST

Experiential-learning exercise, which encourages utilizing patient feedback to inform and co-create solutions that enhance patients’ well-being.

Building Empathy through a Design Thinking Workshop

How we can do it...

EMPATHY DIMINISHES AS MEDICAL STUDENTS ADVANCE THEIR EDUCATION (Batt-Rawden, Chisolm, Anton, & Flickinger, 2013, p. 1172)

empathy

time in medical school

+

+–

–EMPATHY IS NOT WIDELY AND/OR SYSTEMATICALLY INTEGRATED IN MEDICAL SCHOOL CURRICULA (Batt-Rawden, Chisolm, Anton, & Flickinger, 2013, p. 1174)

patient dissatisfaction

malpractice claims

can lead to

due to

80% of

these

Lack of understanding & communication

skills

PHYSICIANS THAT LACK COMMUNICATION SKILLS ARE MORE LIKELY TO BE INVOLVED IN MALPRACTICE CLAIMS(Hojat, et al., 2002, p. 523)

Empathyinterventions

Medical education

A human-centered approach, which focuses on the needs and experiences of real people. It is a multidisciplinary creative process that strives for feasibility, viability, and desirability. (Gobble, 2014, p. 59)

Design thinking + empathy interventions in medical school will allow students to: 1. Recognize their own biases, and 2. Involve the community to understand how they want to be helped and treated, and therefore, co-create solutions that address the needs and concerns of society at large.

combined with

combined with

2

1

3

2

Design Thinking

More empathetic physicians

GOALS

1. Mastering patient-centered care through patient feedback to solution co-creation

2. Learning design-thinking skills and establishing validity through multiple rounds of affinity diagramming.

3. Developing problem-solving skills to find diverse courses of action

4. Promote empathetic and engaging communication skills through storyboarding

LOGISTICS

Duration: 1 hour

Participants: Third Year Medical Students / Residents

Ideal # of participants: 20 Max # of participants: 50 Min # of participants: 10

Format: In person or Virtual

Materials: In Person (pens, markers, big sheets of paper, sticky notes with patient feedback, push pin board or whiteboard, push pins / tape, big room to sort cards either on floor or tables, magazines, scissors) Virtual (Mural Board app, Zoom)

patient Feedback

Affinity Diagrams

Ideation

Storyboards

1 participants are given

to sort and cluster with2

utilize insights and themes for3

choose best ideas and share using4

‘I want to believe’ Workshop Instruments

Project DescriptionIn order to incorporate, maintain, and enhance the learning of empathetic physicians, the “I Want to Believe” workshop is an experiential-learning exercise that will allow participants to utilize feedback from patients to co-create potential solutions, which enhance patients’ visits.

The activity will involve participants receiving feedback from fictional patients based on literature and real surveys, which will be provided in the form of sticky notes.

When this information has been gathered, participants will then split into groups, share their feedback and look for themes. Once participants have their themes, groups will storyboard and share the most plausible ideas to incorporate in a hospital setting. In this manner, medical students will 1) learn to actively listen and involve patients, 2) use problem-solving skills and design thinking to collaborate and co-create empathetic solutions.

Objectives1. Mastering patient-centered care through patient feedback to solution co-creation2. Learning design thinking skills through Affinity Diagramming1 and Storyboarding2

3. Developing problem-solving skills to find diverse courses of action4. Establishing validity through different multiple rounds of sorting and clustering

Assesment RubricParticipants will be graded according to:1. How they incorporate feedback from patients2. How they utilize Affinity Diagramming3. How they incorporate Storyboarding into their presentation4. How they use problem-solving skills in a group setting5. How they bring together multiple viewpoints to final solution

Empathy through Design ThinkingI WANT TO BELIEVE...

1Affinity Diagramming is a process cluster and organize insights from research based on affinity (share a similar intent, problem, or issue), which form relevant themes.2Storyboarding is a linear sequence of drawings, arranged together to visualize a story.


Matthew Weprin - UX@SAP

Affinitity Diagramming is a process to meaninfully cluster and organize insights from research, based on affinity (share a similar intent, problem, or issue), which form relevant themes. Use an affinity diagram to:1. Understand what is most important from ambiguous data2. Tame complexity3. Identify connections in data4. Create hierarchies5. Identify themes6. Identify what factors to focus on that will support the most successful design possible from a customer’s perspective.

Affinity Diagram

Storyboard Template

Title:

Theme:

“I have had doctor for a long time. But it is nice if they listen... not being talked down to...”

“I am afraid to change to another one [GP]. I don’t think he benefits me because he is not actively involved...”

“The nurse is good and comes straight round and explains. Dieticians talked to me to get the right food; I had a few run-ins with the nurses – they disagreed with what the dieticians had said. No communicating with one another...”

Man, 64 years old; he wasn’t eating.

“I would like him [GP] to ask me how this is going and how that is going. I need to be told, but also listened to...”

“I feel very angry. The nurses think they know it all, despite it being my illness. I’m not going back”

“The doctors advised me to have an operation, but I declined because this was not consistent with the advice I was given in another hospital.”

Woman, sometimes, in the hospital, she threw away her medications.

Man, 68 years old Woman, 46 years old, stopped attending the general practice

“I was drugged and was not clear about what washappening and the doctor didn’t tell me anything and I was discharged although I was feeling pain”

“IThey [practice nurses] don’t give you a chance to finish what you are saying. They walk off and say ‘I can’t hear you’”

“The pharmacist and GP don’t say the same things, I wonder if they ever talk to each other”

Woman, 66 years Woman, 68 years

Asian woman, 50 years old

“ I only go to see a doctor when a new problem with my health comes up”



Woman, 66 years Woman, 68 yearsMan, Low-income,

36 years old

Man, Low-income, 56 years old

Man, 75 years old

Project Description / Objectives Handout Affinity Diagram Handout

Storyboard Template Handout Patient Feedback Sticky Notes

KateGraduate Medical StudentResidency

ABOUTAge: 31 years oldStatus: MarriedLocation: Tulsa, OklahomaAttributes: Highly motivated and organizedDebt: $180,000

MOTIVATIONSKate has found a new love for teaching the next generation of medical stu-dents and residents while being a resident herself. She is now in the board at her hospital, where her input is valued for the teaching curriculum.

FRUSTRATIONS�ate is still struggling to find time that leads to a more balanced and healthy life. Sometimes she goes on 2�hr shifts and that takes a toll on her body and relationships.

CORE NEEDSExperiential learning�aintain stamina and empathy �hile in residencyWork-Life balance

“It’s hard to find time for myself, my husband, and family while taking good care of my patients”

Final theme 1 Final theme 2 Final theme 3

I want to believe...

1

2

34

5

6

12

3

4

56

1

23

4

5 6

1

2

3

4

56

1

2

3

456

theme 1theme 2

theme 3


theme 1

theme 2

theme 3

Themes1.2.3.4.5.6.7.8.9.10.11.12.13.

scenarios

Persona Definition

Workshop Prototype A/B Test

Concept Scenarios

Batt-Rawden, S. A. , Chisolm, M. S. , Anton, B. & Flickinger, T. E. (2013). Teaching Empathy to Medi-cal Students. Academic Medicine, 88(8), 1171–1177.

Becker, G., & Newsom, E. (2003). Socioeconomic status and dissatisfaction with health care among chronically ill african americans. American Journal of Public Health, 93(5), 742-8.

Cykert, D., Williams, J., Walker, R., Davis, K., & Egede, L. (2017). The association of cumulative discrimination on quality of care, patient-centered care, and dissatisfaction with care in adults with type 2 diabetes. Journal of Diabetes and Its Com-plications, 31(1), 175-179.

Gobble, M. (2014). Design Thinking. Re-search-Technology Management, 57(3), 59-62.

Maria Jose CardonaADS 712 Advanced Design Methods in Design

PI: Hannah Park, Blake Lesselroth

Numerous iterative phases allowed this project to come to life.

1. Research: Understanding the medical curriculum, the importance of empathy, and how design thinking can help.

2. Persona Definition: Learning and caring for who you’re designing for so you can make something of value.

3. Concept Scenarios: Brainstorm multiple ideas to deliver the best viable solution based on research.

4. Workshop Prototyping: By going through the logistics, you can smooth the rough edges.

5. A/B Testing: Arranging the information in a memorable, engaging, and easy to follow manner.

Hojat, M., Gonnella, J. S., Mangione, S., Nasca, T. J., Veloski, J. J., Erdmann, J. B., Callahan, C. A., & Magee, M. (2002). Empathy in medical students as related to academic performance, clinical com-petence and gender. Medical Education, 36(6), 522–527.

Hodson, B. (2020, March 26). How to storyboard experiences. Retrieved from https://uxdesign.cc/how-to-storyboard-experiences-fc051e2bc04d

Muldoon, L. (2013). Patient poverty and workload in primary care. Study of prescription drug benefit recipients in community health centres (vol 59, pg 384, 2013). Canadian Family Physician, 59(6), 612.

Sally, F. D., Silvester, A., Barnett, D., Farndon, L., & Ismail, M. (2019). Hearing the voices of older adult patients: Processes and findings to inform health services research. Research Involvement and En-gagement, 5

Wise, B. & Dreussi-Smith, T. (2018). The primary care provider and the patient living in poverty. Journal of the American Association of Nurse Prac-titioners, 30(4), 201–207.

Weprin, M. (2016, November 13). Design Think-ing Methods: Affinity Diagrams. Retrieved from https://uxdict.io/design-thinking-methods-affini-ty-diagrams-357bd8671ad4

I WANT TO BELIEVE...

WHY we should CARE...

Who deserves credit...

WHat we can do...

How we can do it...‘I Want to Believe’ Workshop

How it developed...

Instruments allow any medical school, program, or instructor to incorporate the workshop in their curriculum and further enhance the learning of empathetic physicians.



How we can do it...


empathy


+

+–



malpractice claims

can lead to

due to

80% of

these


skills



Medical education



combined with

combined with

2

1

3

2

Design Thinking


GOALS





LOGISTICS

Duration: 1 hour





patient Feedback

Affinity Diagrams

Ideation

Storyboards

















Affinity Diagram

Storyboard Template

Title:

Theme:



















36 years old


Man, 75 years old











1

2

34

5

6

12

3

4

56

1

23

4

5 6

1

2

3

4

56

1

2

3

456

theme 1theme 2

theme 3


theme 1

theme 2

theme 3

Themes1.2.3.4.5.6.7.8.9.10.11.12.13.

scenarios

Persona Definition


Concept Scenarios






















WHat we can do...


How it developed...




How we can do it...


empathy


+

+–



malpractice claims

can lead to

due to

80% of

these


skills



Medical education



combined with

combined with

2

1

3

2

Design Thinking


GOALS





LOGISTICS

Duration: 1 hour





patient Feedback

Affinity Diagrams

Ideation

Storyboards

















Affinity Diagram

Storyboard Template

Title:

Theme:



















36 years old


Man, 75 years old











1

2

34

5

6

12

3

4

56

1

23

4

5 6

1

2

3

4

56

1

2

3

456

theme 1theme 2

theme 3


theme 1

theme 2

theme 3

Themes1.2.3.4.5.6.7.8.9.10.11.12.13.

scenarios

Persona Definition


Concept Scenarios






















WHat we can do...


How it developed...


ReferencesAmin, M. (2019, September 28). Running the Perfect Design Thinking Workshop: 15 Best Practices. Retrieved from UXPlanet.org: https://uxplanet.org/running-the-perfect-design-thinking-workshop-15-best-practices-28e97d8fb49c

Batt-Rawden, S. A., Chisolm, M. S., Anton, B., & Flickinger, T. E. (2013). Teaching Empathy to Medical Students:. Academic Medicine, 88(8), 1171-1177.

Boodman, S. G. (2015, March 15). How to Teach Doctors Empathy. Retrieved from The Atlantic: https://www.theatlantic.com/health/archive/2015/03/how-to-teach-doctors-empathy/387784/

Both, T. (2016, April 27). The Wallet Project. Retrieved from Stanford Design Resources: https://dschool-old.stanford.edu/groups/designresources/wiki/4dbb2/the_wallet_project.html

Thank you.

HUMAN CENTERED

PROTOTYPE

EMPATHY

IDEATE

TEST

DEFINE

MethodHow we developed the workshop

Interviews and discussions with students and faculty at the University of Oklahoma - Tulsa School of Community Medicine.

A/B Testing

Design TableTo help participants organize their thoughts

PersonasFor participants who are uncomfortable sharing their own information

Facilitator GuideTo enable a successful workshop, with checklists to stay organized

Presentation Slides and ScriptTo inform and introduce the workshop

Participant GuideDesigned for mobile to inform the participants as they go

SurveysTo asses the usefulness of the workshop

Provided Resources

About Tanya: Tanya is a busy mom of three small kids. She always puts her kids first, at home and in class. This means she doesn’t have a lot of time to take care of herself. Though obese, she is trying to take control of her health and her diabetes. Her children are her ultimate motivation! Tanya likes to use the workout room at school to get some exercise in once or twice a week, but there often doesn’t seem to be time. The tote bag she always carries is stuffed full of things for her children, her blood glucose monitoring device, papers to grade, tissues and cough drops - she’s always catching something from those kids!

Tanya R.

30 years old

Female, Caucasian

Married, 3 kids under 5

Lower-middle class

Teacher

From a small, rural town in Minnesota

Obese, Type II Diabetes

About Beck: Beck rides his bike every day to his florist shop about six New York blocks from his house. Sometimes the bike-ride makes his back and hips ache; Beck suspects he may be getting arthritis. His horticulture endeavors keep him covered in dirt and plant matter. Having contracted HIV as a young man, Beck has taken his health very seriously. His family could luckily afford treatments as soon as they were offered throughout the past decades of HIV/AIDS research. Beck is currently on antiretrovirals and is generally healthy, though a diet of spicy foods is starting to cause acid reflux as he ages.

Beck

58 years old

Male, Latino

Married, no kids

Florist - owns and operates his own business

Shares an apartment with his husband in Staten Island, NY

HIV positive

About Taylor: Taylor is nearly finished with her graduate degree in Education. As a teacher, she never expects to get rich, but she’s very excited about her future. She is pregnant! Though the father is not in the picture, she knows she will be a great mom. Taylor continues to exercise routinely -yoga is a great stress reliever. Taylor does not have a car, but her roommate does help her out a bunch. She is starting to worry about stretch marks, and of course, keeping her baby as healthy as possible while she’s pregnant.

Taylor

Female, 27 years old

Vietnamese American

Single, but lives with a roommate.

Graduate Teaching Assistant living in a mid-sized college town

Pregnant (8 weeks)

Priorities How does this fit in the bag?

ex. Allergies ex. Easy-access, outside pocket.

Example ScenarioWhat’s the hardest part of staying healthy when you’re on the go? Hmm...I think remembering my

allergy medicine

1. Pocket for allergy medicine

2. Pocket tissues

3. Pouch for Visine for dry, allergy eyes

4. Small and easy to carry

5. Clip for hand sanitizer

Tissues

Visine

Allegra Purell

I made this to help you control your allergies no matter the weather. Thanks! This looks good.

I think it would be even better if there was a lined pouch to put used tissues.

Interview and understand

Use empathy to design

Draw or prototype

Share and get feedback

The Workshop Goals & Objectives

Learning Outcomes: To empathize with a partner such that you can successfully integrate into their life.

Goal: Represent a patient’s needs in a physical artifact, a MEDICAL ON-THE-GO BAG.

Time needed: 60min

x10

Ideal participants: 10, Min: 2, Max: 50For medical students and other clinicians

1hr

Suggested Craft SuppliesFor in-person workshops:• Felt of different colors• Paper of different colors• Scissors• Hot glue• Safety pins• Iron on heat-n-bond and instructions• Iron• Sharpies/pens• Yarn and yarn needles

For web-based workshops:• Video conferencing software (e.g. Zoom,

Skype, etc...)• Digital collaboration space (e.g. Mural, 3M

Post-it)

Activity Overview

Activity Description Materials

IntroductionLearn purpose and instructions10 minutes

Presentation slides, script, personas

Listen and UnderstandParticipants interview each other15 minutes

Participant Guide,Design Table

Show Your EmpathyParticipants prototype or draw a solution15 minutes

Craft suppliesor digital drawing software

Share Your CreationParticipants share-out and get feedback from their partners 5 minutes

Collaboration software, if on-line workshop

Wrap UpBreakdown discussion and final surveys15 minutes Surveys

SolutionThe Medical On-the-Go BagDesign Thinking Exercise

Design Thinking is a problem solving philosophy that puts humans in the center of the solution. Though it can take form in many ways, there are always five major stages: empathy, define, ideate, prototype, test (Amin, 2019).

This twist on the classic “wallet” design thinking activity asks participants to fit into their partner’s lives (Both, 2016). Through interviews and hands-on prototyping, medical students and residents will be able to synthesize a patient’s challenges into a physical manifestation of their ability to empathize with their patient. The on-the-bag should help make a patient’s health priorities easy to manage.

While the Medical On-the-Go Bag exercise is not in any way a complete solution to the problem, it is a fun way to start making progress.

HUMAN CENTERED

PROTOTYPE

EMPATHY

IDEATE

TEST

DEFINE

ProblemInadequate empathy education and skills in medical professionals

The decline of empathy in students during medical school is a well-documented phenomena. In most people, it is a behavior the lasts throughout a doctor’s career.

Physicians who lack empathy attract malpractice suits and have lower patient healthcare satisfaction (Boodman, 2015).

Doctors on average interrupt their patients after only 18seconds of discussion (Boodman, 2015).

Students can fake professional behavior for exams, without having gained actual empathic skills (Batt-Rawden et al, 2013).

18s

MEDICALON-THE-GO BAGa design thinking exercise in empathy for medical students and personnel, bringing abstract empathy into a physical artifact.

Kaitlyn JeromeADS 712 Advanced Methods in DesignPI: Hannah Park, Blake Lesselroth

ReferencesAmin, M. (2019, September 28). Running the Perfect Design Thinking Workshop: 15 Best Practices. Retrieved from UXPlanet.org: https://uxplanet.org/running-the-perfect-design-thinking-workshop-15-best-practices-28e97d8fb49c

Batt-Rawden, S. A., Chisolm, M. S., Anton, B., & Flickinger, T. E. (2013). Teaching Empathy to Medical Students:. Academic Medicine, 88(8), 1171-1177.

Boodman, S. G. (2015, March 15). How to Teach Doctors Empathy. Retrieved from The Atlantic: https://www.theatlantic.com/health/archive/2015/03/how-to-teach-doctors-empathy/387784/

Both, T. (2016, April 27). The Wallet Project. Retrieved from Stanford Design Resources: https://dschool-old.stanford.edu/groups/designresources/wiki/4dbb2/the_wallet_project.html

Thank you.

HUMAN CENTERED

PROTOTYPE

EMPATHY

IDEATE

TEST

DEFINE

MethodHow we developed the workshop

Interviews and discussions with students and faculty at the University of Oklahoma - Tulsa School of Community Medicine.

A/B Testing

Design TableTo help participants organize their thoughts

PersonasFor participants who are uncomfortable sharing their own information

Facilitator GuideTo enable a successful workshop, with checklists to stay organized

Presentation Slides and ScriptTo inform and introduce the workshop

Participant GuideDesigned for mobile to inform the participants as they go

SurveysTo asses the usefulness of the workshop

Provided Resources

About Tanya: Tanya is a busy mom of three small kids. She always puts her kids first, at home and in class. This means she doesn’t have a lot of time to take care of herself. Though obese, she is trying to take control of her health and her diabetes. Her children are her ultimate motivation! Tanya likes to use the workout room at school to get some exercise in once or twice a week, but there often doesn’t seem to be time. The tote bag she always carries is stuffed full of things for her children, her blood glucose monitoring device, papers to grade, tissues and cough drops - she’s always catching something from those kids!

Tanya R.

30 years old

Female, Caucasian

Married, 3 kids under 5

Lower-middle class

Teacher

From a small, rural town in Minnesota

Obese, Type II Diabetes

About Beck: Beck rides his bike every day to his florist shop about six New York blocks from his house. Sometimes the bike-ride makes his back and hips ache; Beck suspects he may be getting arthritis. His horticulture endeavors keep him covered in dirt and plant matter. Having contracted HIV as a young man, Beck has taken his health very seriously. His family could luckily afford treatments as soon as they were offered throughout the past decades of HIV/AIDS research. Beck is currently on antiretrovirals and is generally healthy, though a diet of spicy foods is starting to cause acid reflux as he ages.

Beck

58 years old

Male, Latino

Married, no kids

Florist - owns and operates his own business

Shares an apartment with his husband in Staten Island, NY

HIV positive

About Taylor: Taylor is nearly finished with her graduate degree in Education. As a teacher, she never expects to get rich, but she’s very excited about her future. She is pregnant! Though the father is not in the picture, she knows she will be a great mom. Taylor continues to exercise routinely -yoga is a great stress reliever. Taylor does not have a car, but her roommate does help her out a bunch. She is starting to worry about stretch marks, and of course, keeping her baby as healthy as possible while she’s pregnant.

Taylor

Female, 27 years old

Vietnamese American

Single, but lives with a roommate.

Graduate Teaching Assistant living in a mid-sized college town

Pregnant (8 weeks)

Priorities How does this fit in the bag?

ex. Allergies ex. Easy-access, outside pocket.

Example ScenarioWhat’s the hardest part of staying healthy when you’re on the go? Hmm...I think remembering my

allergy medicine

1. Pocket for allergy medicine

2. Pocket tissues

3. Pouch for Visine for dry, allergy eyes

4. Small and easy to carry

5. Clip for hand sanitizer

Tissues

Visine

Allegra Purell

I made this to help you control your allergies no matter the weather. Thanks! This looks good.

I think it would be even better if there was a lined pouch to put used tissues.

Interview and understand

Use empathy to design

Draw or prototype

Share and get feedback

The Workshop Goals & Objectives

Learning Outcomes: To empathize with a partner such that you can successfully integrate into their life.

Goal: Represent a patient’s needs in a physical artifact, a MEDICAL ON-THE-GO BAG.

Time needed: 60min

x10

Ideal participants: 10, Min: 2, Max: 50For medical students and other clinicians

1hr

Suggested Craft SuppliesFor in-person workshops:• Felt of different colors• Paper of different colors• Scissors• Hot glue• Safety pins• Iron on heat-n-bond and instructions• Iron• Sharpies/pens• Yarn and yarn needles

For web-based workshops:• Video conferencing software (e.g. Zoom,

Skype, etc...)• Digital collaboration space (e.g. Mural, 3M

Post-it)

Activity Overview

Activity Description Materials

IntroductionLearn purpose and instructions10 minutes

Presentation slides, script, personas

Listen and UnderstandParticipants interview each other15 minutes

Participant Guide,Design Table

Show Your EmpathyParticipants prototype or draw a solution15 minutes

Craft suppliesor digital drawing software

Share Your CreationParticipants share-out and get feedback from their partners 5 minutes

Collaboration software, if on-line workshop

Wrap UpBreakdown discussion and final surveys15 minutes Surveys

SolutionThe Medical On-the-Go BagDesign Thinking Exercise

Design Thinking is a problem solving philosophy that puts humans in the center of the solution. Though it can take form in many ways, there are always five major stages: empathy, define, ideate, prototype, test (Amin, 2019).

This twist on the classic “wallet” design thinking activity asks participants to fit into their partner’s lives (Both, 2016). Through interviews and hands-on prototyping, medical students and residents will be able to synthesize a patient’s challenges into a physical manifestation of their ability to empathize with their patient. The on-the-bag should help make a patient’s health priorities easy to manage.

While the Medical On-the-Go Bag exercise is not in any way a complete solution to the problem, it is a fun way to start making progress.

HUMAN CENTERED

PROTOTYPE

EMPATHY

IDEATE

TEST

DEFINE

ProblemInadequate empathy education and skills in medical professionals

The decline of empathy in students during medical school is a well-documented phenomena. In most people, it is a behavior the lasts throughout a doctor’s career.

Physicians who lack empathy attract malpractice suits and have lower patient healthcare satisfaction (Boodman, 2015).

Doctors on average interrupt their patients after only 18seconds of discussion (Boodman, 2015).

Students can fake professional behavior for exams, without having gained actual empathic skills (Batt-Rawden et al, 2013).

18s

MEDICALON-THE-GO BAGa design thinking exercise in empathy for medical students and personnel, bringing abstract empathy into a physical artifact.

Kaitlyn JeromeADS 712 Advanced Methods in DesignPI: Hannah Park, Blake Lesselroth

MEDICAL ON-THE-GO BAG: Abstract empathy to a physical ar t i fact .

FINDING SOLUTIONS: El ic i t ing deep ref lect ion on pat ients ’ needs.

CARE+EMPATHY: Br inging empahty by role playing & mind mapping.

The par t ic ipat ing graduate students used design thinking to teach design thinking to

medical students. The students did not have any pr ior experience in design thinking.

They learned about design thinking act ively by developing design thinking exercises.

This ‘ learning by teaching’ module enabled the students to engage proact ively with

the subject matters. Fur thermore, having a physician in the team helped the students

tremendously to understand the targeted user demographics and medical education.

TEAMWORK DETERMINATION + EMPATHY.

Arturo Pinilla PerezADS 712 Advanced Methods in DesignPI: Hannah Park, Blake Lesselroth

FINDING SOLUTIONSA DESIGN THINKING EXERCISE TO DEVELOP EMPATHY TOWARDS PATIENTS IN MEDICAL EDUCATION

Finding Solutions is a design thinking exercise that aims to foster empathy towards patients in medical education students by eliciting deep reflection on patients’ problems, needs, and emotional states that may affect the way healthcare services could be delivered and by encouraging the ideation of solutions and strategies to help them.

FINDING SOLUTIONS - THE EXERCISE

T I M E F R A M E

Activity Description Resources and Materials

Introduction

18 min

The moderators will explain the purpose of the exercise, the methodology, tools to be used, and will introduce an example of how to create a Problem Tree for Person X.

Presentation slides & Script.

Part 1: Person X

10 min

Participants will be divided into teams. Teams brainstorm ideas of problems and emotional effects for Person X and create the Problem Tree.

Presentation slides & Script.Virtual whiteboard (collaboration tool).Personas (Person X).

Part 2: Finding Solutions

13 min

Team members will engage in meaningful discussions to ideate strategies to address Person X needs and create the Solution Tree.

Presentation slides & Script.Virtual whiteboard.

Part 3: Sharing Thoughts

12 min

Teams will share their Person X and Solution Tree with the rest of their peers.Moderators will evaluate teams’ outcomes.

Presentation slides & Script.Virtual whiteboard.Group Evaluation Instrument.

Closure and Evaluation

7 min

Closing thoughts by the moderators.Evaluation of the seminar by the participants.

Seminar Evaluation Survey forparticipants.

HOW CAN DESIGN THINKING HELP?Design Thinking may provide a useful methodology to address problems in medical education.

Design thinking tools include ethnographic research techniques, sense-making tools, visualization tools, ideation tools, and prototyping.

Design thinking places empathy at the center of the design process.

Design thinking is a systematic process that prioritizes deep empathy for end-user desires, needs, and challenges.

• Reflect on problems and emotional affects individuals may have in their daily life.

• Exercise empathy by considering patients background and needs.

• Infer the possible outcomes of adopting empathetic communication towards patients.

• Formulate strategies to empathize with patients in their medical practice.

Goals

Required materials• Videoconference tool.• Online collaboration tool.• Computer or mobile device.

Format and Logistics• Audience:

• Duration: 1 hour.

• 3rd year medical students.• Minimum: 24 participants.• Maximum: 48 participants.• Ideal number: 30 participants.

• For in person: colored post-it notes, markers, poster boards, pencils.

• Virtual resources: video conferencing tool, laptop, smartphone or tablet.

Resources.

THE NEED FOR EMPATHY

Empathy tends to drop in third year of medical education and the process extends to their medical residences.

Despite the efforts to develop empathy in medical education students, they continue to report low empathy towards patients.

The decrease in empathy is related to the increased contact with patients in clinical training.

Short seminars aimed to foster emapthy tend to have effects that are not sustained in time.

Instructor’s ManualSeminar Evaluation Survey for Participants

Group Evaluation Instrument

INSTRUMENT SThe exercise will required the use of resources for its implementation.

Presentation slides Personas for the exercise

EXERCISE DEVELOPMENT PRO CESS

ConceptOriginal concept of the exercise

REFERENCES

Bayne, H. B. (2011). Training Medical Students in Empathic Communication. The Journal for Specialists in Group Work, 36(4), 316–329. https://doi.org/10.1080/01933922.2011.613899

Kumar, V., & LaConte, V. (2012). 101 Design Methods: A Structured Approach for Driving Innovation in Your Organization. John Wiley & Sons, Incorporated. http://ebookcentral.proquest.com/lib/ku/detail.action?docID=861699

Liedtka, J. (2013). Design Thinking: What it is and Why it works. Design at Darden.

Liedtka, J. (2017). Evaluating the Impact of Design Thinking in Action. Academy of Management Proceed-ings, 2017(1), 10264. https://doi.org/10.5465/AMBPP.2017.177

Neumann, M., Edelhäuser, F., Tauschel, D., Fischer, M. R., Wirtz, M., Woopen, C., Haramati, A., & Scheffer, C. (2011). Empathy Decline and Its Reasons: A Systematic Review of Studies With Medical Students and Residents. Academic Medicine, 86(8), 996–1009. https://doi.org/10.1097/ACM.0b013e318221e615

Roberts, J. P., Fisher, T. R., Trowbridge, M. J., & Bent, C. (2016). A design thinking framework for health-care management and innovation. Healthcare, 4(1), 11–14. https://doi.org/10.1016/j.hjdsi.2015.12.002

A|B Tests 75% prefered pre-defined determinants for personas to random assignment of determinants.

Even results for survey delivery, technology tool tutorial, and problem tree design.

100% prefered to use laptops for seminar delivery.

Results for questions related to the exercise delivery and format.

Simulation

Person X

The Process

Problem Tree

Solutions Tree

The participant considered the exercise valuable at making her think about and reflect on other people’s problems and needs as well as consider possible strategies to empathize with patients.

Part 1: Person X

Part 2: Finding Solutions Part 3: Sharing Thoughts

(Batt-Rawden et al., 2013)(Neumann et al., 2011)(Neumann et al., 2011)

(Roberts et al., 2016) (Liedtka, 2013)(Liedtka, 2017)

Arturo Pinilla PerezADS 712 Advanced Methods in DesignPI: Hannah Park, Blake Lesselroth

FINDING SOLUTIONSA DESIGN THINKING EXERCISE TO DEVELOP EMPATHY TOWARDS PATIENTS IN MEDICAL EDUCATION

Finding Solutions is a design thinking exercise that aims to foster empathy towards patients in medical education students by eliciting deep reflection on patients’ problems, needs, and emotional states that may affect the way healthcare services could be delivered and by encouraging the ideation of solutions and strategies to help them.

FINDING SOLUTIONS - THE EXERCISE

T I M E F R A M E

Activity Description Resources and Materials

Introduction

18 min

The moderators will explain the purpose of the exercise, the methodology, tools to be used, and will introduce an example of how to create a Problem Tree for Person X.

Presentation slides & Script.

Part 1: Person X

10 min

Participants will be divided into teams. Teams brainstorm ideas of problems and emotional effects for Person X and create the Problem Tree.

Presentation slides & Script.Virtual whiteboard (collaboration tool).Personas (Person X).

Part 2: Finding Solutions

13 min

Team members will engage in meaningful discussions to ideate strategies to address Person X needs and create the Solution Tree.

Presentation slides & Script.Virtual whiteboard.

Part 3: Sharing Thoughts

12 min

Teams will share their Person X and Solution Tree with the rest of their peers.Moderators will evaluate teams’ outcomes.

Presentation slides & Script.Virtual whiteboard.Group Evaluation Instrument.

Closure and Evaluation

7 min

Closing thoughts by the moderators.Evaluation of the seminar by the participants.

Seminar Evaluation Survey forparticipants.

HOW CAN DESIGN THINKING HELP?Design Thinking may provide a useful methodology to address problems in medical education.

Design thinking tools include ethnographic research techniques, sense-making tools, visualization tools, ideation tools, and prototyping.

Design thinking places empathy at the center of the design process.

Design thinking is a systematic process that prioritizes deep empathy for end-user desires, needs, and challenges.

• Reflect on problems and emotional affects individuals may have in their daily life.

• Exercise empathy by considering patients background and needs.

• Infer the possible outcomes of adopting empathetic communication towards patients.

• Formulate strategies to empathize with patients in their medical practice.

Goals

Required materials• Videoconference tool.• Online collaboration tool.• Computer or mobile device.

Format and Logistics• Audience:

• Duration: 1 hour.

• 3rd year medical students.• Minimum: 24 participants.• Maximum: 48 participants.• Ideal number: 30 participants.

• For in person: colored post-it notes, markers, poster boards, pencils.

• Virtual resources: video conferencing tool, laptop, smartphone or tablet.

Resources.

THE NEED FOR EMPATHY

Empathy tends to drop in third year of medical education and the process extends to their medical residences.

Despite the efforts to develop empathy in medical education students, they continue to report low empathy towards patients.

The decrease in empathy is related to the increased contact with patients in clinical training.

Short seminars aimed to foster emapthy tend to have effects that are not sustained in time.

Instructor’s ManualSeminar Evaluation Survey for Participants

Group Evaluation Instrument

INSTRUMENT SThe exercise will required the use of resources for its implementation.

Presentation slides Personas for the exercise

EXERCISE DEVELOPMENT PRO CESS

ConceptOriginal concept of the exercise

REFERENCES

Bayne, H. B. (2011). Training Medical Students in Empathic Communication. The Journal for Specialists in Group Work, 36(4), 316–329. https://doi.org/10.1080/01933922.2011.613899

Kumar, V., & LaConte, V. (2012). 101 Design Methods: A Structured Approach for Driving Innovation in Your Organization. John Wiley & Sons, Incorporated. http://ebookcentral.proquest.com/lib/ku/detail.action?docID=861699

Liedtka, J. (2013). Design Thinking: What it is and Why it works. Design at Darden.

Liedtka, J. (2017). Evaluating the Impact of Design Thinking in Action. Academy of Management Proceed-ings, 2017(1), 10264. https://doi.org/10.5465/AMBPP.2017.177

Neumann, M., Edelhäuser, F., Tauschel, D., Fischer, M. R., Wirtz, M., Woopen, C., Haramati, A., & Scheffer, C. (2011). Empathy Decline and Its Reasons: A Systematic Review of Studies With Medical Students and Residents. Academic Medicine, 86(8), 996–1009. https://doi.org/10.1097/ACM.0b013e318221e615

Roberts, J. P., Fisher, T. R., Trowbridge, M. J., & Bent, C. (2016). A design thinking framework for health-care management and innovation. Healthcare, 4(1), 11–14. https://doi.org/10.1016/j.hjdsi.2015.12.002

A|B Tests 75% prefered pre-defined determinants for personas to random assignment of determinants.

Even results for survey delivery, technology tool tutorial, and problem tree design.

100% prefered to use laptops for seminar delivery.

Results for questions related to the exercise delivery and format.

Simulation

Person X

The Process

Problem Tree

Solutions Tree

The participant considered the exercise valuable at making her think about and reflect on other people’s problems and needs as well as consider possible strategies to empathize with patients.

Part 1: Person X

Part 2: Finding Solutions Part 3: Sharing Thoughts

(Batt-Rawden et al., 2013)(Neumann et al., 2011)(Neumann et al., 2011)

(Roberts et al., 2016) (Liedtka, 2013)(Liedtka, 2017)

PARTICIPANT MATERIALSEXECUTIVE SUMMARY & MODERATOR MATERIALS

Design Thinking Empathy Workshops for Medical Residents

CHIEF COMPLAINTS

RECOMMENDED COURSE OF ACTION

FOSTER EMPATHY through DESIGN THINKING

WHAT is DESIGN THINKING?

Activity

Moderator will present a scenario to all participants that features either a patient or healthcare provider. The objective for each individual in their groups is to review the scenario from that the perspective of healthcare provider or patient.

Groups will break off and discuss how best to address the issues presented in the hypothetical scenario. Participants will be encouraged to use discussion starting points to help tease out potential empathetic design thinking solutions to the scenario.

Moderator will reconvene the groups and reveal generalized anonymous results from each of the discussion groups, drilling down into pertinent areas for group discussion (e.g. “a majority you labeled as ‘providers’ said you didn’t think a more empathetic, understanding approach was necessarily appropriate for this situation – why? Why not? What would you have done differently? What empathetic approach have you used, or your seen used, that you think would work better?”).

TIme Allotment

15 minutes

30 minutes

15 minutes

Materials Required

Executive Summary

Participant Materials 1

Participant Materials 2

Shant S. ThomasADS 712 Advanced Methods in Design


Develop a DEEP UNDERSTANDINGof the TARGET AUDIENCE

OBSERVE & develop EMPATHY for the intended users

QUESTION EVERYTHING: the PROBLEM, the ASSUMPTIONS, & the IMPLICATIONS

Tackle problems that are ILL-DEFINED or UNKNOWN by reframing them in HUMAN-CENTRIC WAYS

WHY DESIGN THINKING?

(Dam & Teo, 2020)

SCENARIO WORKSHOP LOGISTICS

THE CARE+ EMPATHY SCENARIO SERIES

Group sessions in a workshop setup

Each session guided by a moderator

No more than 50 participants to ensure maximum participation.

10 groups of 5 participants.

During a session, participants will be divided evenly into one of two groups: “healthcare provider” or “patient.”

SCENARIO WORKSHOP TIMELINE

CONCEPT SKETCHES

Heath, S. (2018, October 17). Understanding Physician Empathy, How It Impacts Patient Care. Retrieved from https://patientengagementhit.com/news/understanding-physician-empathy-how-it-impacts-patient-care

Menendez, M. E., Chen, N. C., Mudgal, C. S., Jupiter, J. B., & Ring, D. (2015). Physician Empathy as a Driver of Hand Surgery Patient Satisfaction. The Journal of Hand Surgery, 40(9). doi:10.1016/j.jhsa.2015.06.105

Shin, A., & Blenkhorn, L. (2018, June 26). National Survey Data Presented at the Compassion in Action Con-ference Show Mixed Reactions on State of Compassion in U.S. Healthcare. Retrieved April 19, 2020, from https://www.prnewswire.com/news-releases/national-survey-data-presented-at-the-compassion-in-action-conference-show-mixed-reactions-on-state-of-compassion-in-us-healthcare-300480125.html

Dam, R., & Teo, Y. (2020, April 14). What is Design Thinking and Why Is It So Popular? Retrieved April 20, 2020, from https://www.interaction-design.org/literature/article/what-is-design-thinking-and-why-is-it-so-popular

REFERENCES

ASSESSMENT

REFERENCESBatt-Rawden, Samantha A., MBChB; Chisolm, Margaret S., MD; Anton, Blair; Flickinger, Tabor E., MD, MPH (2013, August) Teaching Empa-thy to Medical Students Retrieved from: https://journals.lww.com/academicmedicine/fulltext/2013/08000/Teaching_Empathy_to_Medi-cal_Students__An_Updated,.37.aspx

Laura A. Weingartner, Susan Sawning, M. Ann Shaw, Jon B. Klein (2019) Compassion Cultivation Training Promotes Medical Student Well-ness and Enhances Clinical Care required from: https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-019-1546-6

Rikke Friis Dam and Yu Siang Teo (2020, February) 5 Stages in the Design Thinking Process Retrieved from: https://www.interaction-de-sign.org/literature/article/5-stages-in-the-design-thinking-process

Tessa Forshaw (2019, July) This Is What Design Thinking Will Teach You Retrieved from: https://medium.com/stanford-d-school/this-is-what-design-thinking-will-teach-you-85d7c9212d66

https://stock.adobe.com/search?filters%5Bcontent_type%3Aphoto%5D=1&filters%5Bcontent_type%3Aillustration%5D=1&filters%5Bcon-tent_type%3Azip_vector%5D=1&filters%5Bcontent_type%3Avideo%5D=1&filters%5Bcontent_type%3Atemplate%5D=1&filters%5Bcon-tent_type%3A3d%5D=1&filters%5Binclude_stock_enterprise%5D=0&filters%5Bis_editorial%5D=0&safe_search=1&order=relevance&-model_id=188492565&asset_id=188492565

ONE OF THE FIRST TO THEFINAL SKETCH

TESTING

A/B TESTING

INSTRUCTOR’S MANUAL

POWER POINT PRESENTATION

WORKBOOK

TIMEFRAMEDURATION ACTIVITY

5 MINUTES

8 MINUTES

5 MINUTES

15 MINUTES

7 MINUTES

3 MINUTES

7 MINUTES

3 MINUTES

7 MINUTES

Introduction of the professorAbout the activity

Class objectivesAssesment RubricAny questions?

Reflection time in the workbook

Get to know your team activity

Patient Care activity

Professor shares his or her thoughts

Patient Care activity

Professor shares his or her thoughts

Final Thoughts

GOALS1. Why did you want to become a doctor or a nurse? What droveyou to want to be in health care? Reflect on who or how itimpacted you in your career decision.

2. It is important to work with other health care membersbecause working with others brings more ideas to the table. Italso builds communication and a judgement free zone.

3. Evaluate the cases given in the workbook. Work with teammembers on how to treat the patient. How can you get creativein treating a patient? Do something different vs. what you wouldin the exam room.

4. After doing these exercises reflect on how you can bringthis into patient care. Would you want to start doing thingsdifferently? How are you going aim for your goals?

REQUIRED MATERIALSDifferent color pens for note taking: your thoughts, team members thoughts, and professors thoughts

COMPOSTIONDURATION:1 HOUR

PARTICIPANTS:THIRD YEAR MEDICAL STUDENTRESIDENTSNURSES

MINIMUM: 20 STUDENTSMAXIMUM: 50 STUDENTSIDEAL: 30 STUDENTS

FORMAT:IN-PERSON OR VIRTUAL

DESIGN THINKINGDESIGN METHODOLOGY THAT PROVIDES A SOLUTION-BASED APPROACH TO SOLVING PROBLEMS.

01 02 03 04 05EMPATHISE DEFINE IDEATE PROTOTYPE TESTTo gain understanding of the problem you are trying to solve. Empathy is crucial to a human-centered design process and allows design thinkers to set aside their own assumptions about the world to gain insigh into users and their needs.

Putting together the information you have created and gathered during the Empathise stage. Analyze your observations andsynthesise them inorder to define the core problems that you and your team have identified.

Can start to “thinkoutside the box” to identify new solutionsto the problemstatement you’vecreated, and you can start to look foralternative ways ofviewing problems. It is important to get as many ideas or problem solutions as possibleat the beginning ofthe phase.

Will be producing a number of inexpensive, scaled down versionsof the product orspecific features found within the product, so they can investigatethe problem solutionsgenerated in theprevious stages. Aimto identify the bestpossible solution for each of the problems identified during thefirst three stages.

Designers or evaluatorsrigorously test thecomplete productusing the best solutionsidentified duringprototyping phase.Results generated during the testing phase are often used to redfine one or more problems and inform understanding of the users, the conditions of use, how people think, behave, and feel, and to empathise.

(RIKKE, 2020)

EMPATHY

WELLNESS

PATIENTCARE

EMPATHY DECLINESDURING MEDICAL SCHOOL(BATT-RAWDEN,2013)

DESIGN THINKING HELPS STUDENTS PRACTICEABILITIES CENTRAL TOHUMAN-CENTEREDDESIGN.(TESSA FORSHAW,2019)

CHRONIC STRESS ISPERVASIVE IN MEDICALOCCUPATIONS ANDASSOCIATED WITHDECREASEDCOMPASSION AND EMAPTHY.LAURA A. WEINGARTNER, 2019)

MINFULNESS TRAININGHAS SHOWN PROMISETO ADDRESS STRESSAND SUPPORT EMPATHY.LAURA A. WEINGARTNER, 2019)

EMPATHY EROSIONNOTABLY PEAKS DURING CLERKSHIP IN MEDICAL SCHOOL WITH HIGHTENED STRESS OF TRANSITIONING TO PATIENT CARE.LAURA A. WEINGARTNER, 2019)

COMPASSION TRAINING, WHICH CAN CULTIVATEAND IMPROVECOMPASSION FOR BOTH OTHERS AND ONESELF THROUGH STRUCTURED TRAINING.LAURA A. WEINGARTNER, 2019)

TEAMWORKAND

DETERMINATION

E M PA T H Y

DENISE CHIAOADS 712 ADVANCED METHODS IN DESIGN

PI: HANNAH PARK & BLAKE LESSELROTH

A DESIGN THINKING EXERCISE BUILDING EMPATHY THROUGH DEDICATION AND TEAMWORK.

I WANT TO BELIEVE: Ut i l iz ing pat ient feedback to co-create solut ions.

FIVE PHASES OFDESIGN THINKING

report that healthcare policies make it more difficult to deliver compassionate and patient-centered healthcare.(Heath, 2018)

report seeing a decline in communication and emotional support from other healthcare professionals when dealing with patients. (Shin & Blenkhorn, 2018)

can be directly attributed to physician empathy.(Menendez, Chen, Mudgal, Jupiter & Ring, 2015)

69% of U.S. PHYSICIANS

63% of U.S. PHYSICIANS& NURSES

65% of PATIENT SATISFACTION

I WANT TO BELIEVE - cte.ku.edu · EMPOWERING EMPATHY IN MEDICAL EDUCATION Empathy is a crucial ingredient for medical education competencies in (1) Patient Care; (2) Communication;

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