Design thinking as a methodology in the elaboration of a curricular structure proposal

Castro, Mario Augusto Ferrari de; Castro, Andrea Anacleto Ferrari de; Dedivitis, Rogério Aparecido; Santos, Elaine Marcilio; Diniz, Ricardo Edésio Amorim Santos; Fraiz, Ipojucan Calixto

doi:10.1590/1981-5271v48.1-2022-0358.ING

Abstract

Introduction:

The medical school curricular structure may vary according to the educational planning of each higher education institution (HEI). The viewpoint of the coordination and the medical school faculty is not always aligned with the students’ opinions. Thus, using a methodology to identify the students’ point of view would be essential. Design thinking (DT) is a process that proposes a search, in an empathetic, collaborative, and creative way, for solutions to complex problems.

Objectives:

To present DT as a methodology to identify how clinical internship students believe the curricular structure from the 1^st to the 4^th year of a São Paulo state medical school should be, by collecting suggestions and points that require a re-evaluation process of the current curricular structure.

Methods:

This is a qualitative assessment, which will use the DT model. Students were divided into three groups of five, and each group was committed to having a free discussion on its ideas concerning the curricular structure. Then, a panel was presented to each group, dividing the semesters from the 1^st to the 4^th year with post-it notes representing the current curricular structure of the medical school, and each group had one hour to reassemble the curricular structure as they deemed appropriate.

Results:

After the discussion stage, each group assembled its curricular structure. Some changes concerning the year in which the discipline was provided were proposed, and the inclusion of others. Most of the suggestions were considered valid and were incorporated into the curriculum.

Conclusions:

The DT methodology contributed to the identification of several demands regarding the curricular structure in an orderly, empathetic, and collaborative way, taking into account the students’ opinions. It is, therefore, a planning strategy able to evidence weaknesses and strengths of the curriculum that might not have been noticed by the use of other strategies.

Keywords:
Curricular Structure; Medical Education; Design Thinking

[1] Chief Editor: Rosiane Viana Zuza Diniz. Associate Editor: Danilo Borges Paulino.

1^st year	Cell and tissue study I	Human metabolism I	Structure and function Anatomy I	Structure and function Physiology I	Embryology and genetics I	Basic procedures I	Bioethics I
1^st year	Cell and tissue study II	Human metabolism II	Structure and function Anatomy II	Structure and function Physiology II	Embryology and genetics II	Basic procedures II	Bioethics II
2^nd year	Cell and tissue study III Pathology	Clinical history and physical examination I	Structure and function III	Agression and defense I Parasitology Immunology	Community health
2^nd year	Cell and tissue study IV Pathology	Clinical history and physical examination II	Structure and function IV	Agression and defense II Microbiology	Pharmacology
3^rd year	Glandular system	Woman´s health I	Otorhinolaryngology Head and Neck	Ophthalmology	Surgery I	Hematopoietic system	Pharmacology and therapeutics I
3^rd year	Nephrology	Urology	Undergraduate research	Child health I	Digestive system I	Mental health I	Worker´s health
4^th year	Agression and defense III Infectology	Woman´s health II	Musculoskeletal system I Rheumatology	Respiratory system I	Musculoskeletal system II Orthopedics	Urgency and emergencies	Pharmacology and therapeutics II
4^th year	Cardiovascular system	Oncology	Integumentary system	Mental health II Neurology	Mental health III Psychiatry	Child health II	Family health

1^st year	Integration of anatomy and physiology disciplines
	Introduction of a citizenship module
	Start of clinical meetings to discuss cases in the first year
	Basic care in PHC (Primary Health Care) in the first year
2^nd year	Start of the Undergraduate Research discipline in the second year
	Carrying out of semiology practices on an outpatient basis
	Introduction of a subject on medical management and law
3^rd year	Start of emergency care
3^rd year	Introduction of a radiology discipline
4^th year	Introduction of a palliative care module

Brasil