Framework for a problem-solving educational program integrating medicine and design disciplines at a Japanese university
The design provides innovative solutions to problems in the medical field. Collaboration between design and medicine can be fostered in several ways; however, educational programs linking these two academic fields are limited, and their frameworks and effectiveness are unknown. Hence, we launched an...
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| Main Authors: | , , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Cambridge University Press
2025-01-01
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| Series: | Design Science |
| Subjects: | |
| Online Access: | https://www.cambridge.org/core/product/identifier/S2053470124000507/type/journal_article |
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| Summary: | The design provides innovative solutions to problems in the medical field. Collaboration between design and medicine can be fostered in several ways; however, educational programs linking these two academic fields are limited, and their frameworks and effectiveness are unknown. Hence, we launched an educational project to address medical problems through design. The framework and creative outcomes are based on the results of two consecutive one-year programs. The research subjects were 35 participants from three departments. The majority (22/35, 63%) were master’s and doctoral students in design. Eight participants were doctoral students and researchers who volunteered from the surgery, oral surgery, neurology and nursing departments at the Graduate School of Medicine and Hospital. The impact of the program on creativity was evaluated by the quality of ideas and the participants’ assessments. In total, 424 problems were identified and 387 ideas were created. Nine prototypes with mock-ups and functional models of products, games or service designs were created and positively evaluated for novelty, workability and relevance. Participants benefitted from the collaboration and gained new perspectives. Career expectations increased after the class, whereas motivation and skills remained high. A framework for a continuing educational program was suggested. |
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| ISSN: | 2053-4701 |