Using an empathic design thinking approach to reshape interprofessional curricula for health care trainees

Abstract

Interprofessional curricula that targets the needs of all stakeholders is not a standard within interprofessional education (IPE). Incorporating _mpathic design thinking into curricular development calls upon stakeholders to provide insights into the expectations and goals of interprofessional learning and practice. Design Thinking has been tested in various settings but has not been fully adopted in healthcare and education. This paper will describe how a design thinking process was used to understand gaps between expected IPE competencies, curricular implementation, and interprofessional work. We utilized the first two stages of an _mpathic design thinking approach to explore the essential elements needed within an interprofessional curriculum for nursing and medical students. Essential elements included incorporating curricular strategies that enhance relationships, communication, coordination and the physical environment for interprofessional work. _mpathic Design Thinking can be readily incorporated into healthcare and education, providing a holistic approach to identifying IPE gaps and understanding stakeholder needs.