Effect of an authentic design thinking learning experience on collaboration, social problem-solving and satisfaction in physiotherapy and dietetics students

Abstract

Aims: This study aimed to assess i) the effect of a design thinking learning experience in an authentic ‘real world’ environment on physiotherapy and dietetics students’ skills in collaboration and social problem-solving and ii) their satisfaction with the learning experience. Methods: A single group, quasi-experimental study with a pre- and post-test design involving 46 physiotherapy and dietetics students. Data were collected using self-administered anonymous questionnaires: the Interprofessional Collaborative Competency Attainment Scale-Revised, the Social Problem-Solving Inventory-Revised Short Form and a bespoke questionnaire exploring student satisfaction with the experience. Results: Mean scores for collaboration were significantly higher following the learning experience. Social problem-solving skills did not change. Students reported satisfaction with engagement, support, and structure of the learning experience. Conclusions: A design thinking approach can improve skills in interprofessional collaboration. Students reported satisfaction with the learning experience. The development and assessment of social problem-solving skills using a design thinking approach requires further research before definitive conclusions can be drawn on this topic.