Background: Although didactic lectures are a common medical education teaching method, data suggest long term retention is minimal.
Objective: Design thinking as a potential means to improve a didactic session on operating room (OR) equipment and safety is explored here.
Methods: During a 2021 didactic session for five CA-1 residents, a faculty member structured a design activity on OR equipment and safety. The residents were asked to build an OR rapid prototype using office supplies. They were given ten minutes to brainstorm, followed by thirty minutes to build.
Results: General feedback from residents (60% response rate) was positive, reporting increased knowledge and engagement.
Conclusions: This activity required the residents to think critically about the functions of anesthesia machines from multiple perspectives, including patient safety and clinician needs. The design thinking process may help the residents better retain information, understand, and engage with the purpose of each item in the OR. Efficacy in future iterations will be through resident ITE score gaps in this topic. Future studies should ascertain the applicability of this learning format to specific didactic lectures.
Stebbins, Emily L. MD; Dansky, Elena N.; Korsunskiy, Eugene MFA; Marroquin, Bridget MD; and Tsai, Mitchell H. MD, MMM, FASA, FAACD, "Applying Design-Thinking In Didactic ActivitieS (ADIDAS)" (2023). Larner College of Medicine Fourth Year Advanced Integration Teaching/Scholarly Projects. 29.
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