Project title
健康醫療設計創新跨領域團隊培育研究計畫
Internal ID
PMN1100727
Principal Investigator
Start Date
August 1, 2021
End Date
July 31, 2022
Organizations
Partner Organizations
Cultivation Program of Multidisciplinary Team for Healthcare Innovation = 健康醫療設計創新跨領域團隊培育研究計畫
Description
This educational research is to evaluate Project-Based Learning (PjBL) and combine the medical field practice and design thinking skill. This curriculum teaching method integrated with coaches and students from different departments, to understand the practical benefits of this immersive and cross-disciplinary medical design thinking education in stimulating students' medical innovation and problem-solving abilities.
During the whole year of study, students formed four cross-disciplinary groups to discuss, to decide, and to carry out their projects. Each group is composed of a clinical discussant and design thinking coaches. Students were evaluated by coaches and clinical discussants based on the self-developed evaluation scale based on six aspects: needs observation, innovative solutions, communication skill, collaboration capability, enthusiasm, and translation ability. At the same time, this study also used the business briefing reports of each group at the end of the term to evaluate the students' ability to invest in new ventures.
At the end of this study, a total of 18 interdisciplinary students were analyzed. All students had the highest percentage of increase in the ability to collaborate and needs observation (collaboration: + 2.11 (39.6%); needs observation: +1.67 (36.2%)) and the smallest improvement in referral ability (+1.3 (25.5%)). Using the Pearson correlation analysis, it was found that there was a significant correlation between the investment decisions of the coach/clinical discussant with venture capital experts. Regardless of Spearman's correlation analysis or Pearson correlation analysis, the investment decisions of students have no correlation with the investment decisions of venture capital experts, and the correlation coefficients is lower than the correlation between coaches/clinical discussants and venture capital experts.
In general, students have made progress in all the six aspects assessed, especially the ability to observe clinical needs and collaborate with each other. However, students need more training to have actual translation ability and judgment of new venture investment ability. It is recommended that the state should invest more resources in cross-field medical innovation courses to encourage the continuous development of outstanding teachers.