Evaluation of an interdisciplinary design thinking course.
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| Title: | Evaluation of an interdisciplinary design thinking course. |
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| Authors: | Kumarappan, Manjari1 (AUTHOR), Skywark Connor, Emily1 (AUTHOR), Chen, Elizabeth1 (AUTHOR) lizcchen@unc.edu |
| Source: | Innovations in Education & Teaching International. Jun2026, Vol. 63 Issue 3, p781-796. 16p. |
| Subject Terms: | *Educational evaluation, *Graduate education, *Outcome-based education, *College curriculum, *Health occupations schools, *Mixed methods research, Design thinking, Group problem solving |
| Company/Entity: | University of North Carolina at Chapel Hill |
| Abstract: | As health professions integrate more collaborative problem-solving approaches like design thinking, assessing students in cross-disciplinary, innovation-focused competencies is essential. This mixed-methods study evaluates an interdisciplinary graduate design thinking course at The University of North Carolina Chapel Hill, examining students' progression in key competencies. Surveys administered at the beginning, middle, and end of the semester captured self-reported design thinking expertise from 53 students. Results were analysed using repeated measures ANOVA and mixed-effects ordered logistics regression. Student reflections were coded for design thinking methods, mindsets, and competencies. Students demonstrated significant advancement in design thinking expertise, with no demographic subgroup (e.g. by race and ethnicity, degree, school) outperforming another. While competencies like "empathetic" and "inspired" were more easily adopted, those like "confident" and "collaborative" were more challenging. The course effectively advances students' design thinking expertise overall, but refining its structure and classroom experiences can better support key competencies needed for future health professionals. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | As health professions integrate more collaborative problem-solving approaches like design thinking, assessing students in cross-disciplinary, innovation-focused competencies is essential. This mixed-methods study evaluates an interdisciplinary graduate design thinking course at The University of North Carolina Chapel Hill, examining students' progression in key competencies. Surveys administered at the beginning, middle, and end of the semester captured self-reported design thinking expertise from 53 students. Results were analysed using repeated measures ANOVA and mixed-effects ordered logistics regression. Student reflections were coded for design thinking methods, mindsets, and competencies. Students demonstrated significant advancement in design thinking expertise, with no demographic subgroup (e.g. by race and ethnicity, degree, school) outperforming another. While competencies like "empathetic" and "inspired" were more easily adopted, those like "confident" and "collaborative" were more challenging. The course effectively advances students' design thinking expertise overall, but refining its structure and classroom experiences can better support key competencies needed for future health professionals. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 14703297 |
| DOI: | 10.1080/14703297.2025.2514247 |
