Development of an assessment framework for student engagement in design thinking projects for health innovation

Student engagement is a dynamic and multifaceted concept – it encompasses physical, emotional, and cognitive components. Various instruments to assess student engagement exist, however these are not intended to assess how students engage with one another and with community stakeholders in participatory health projects. Although instruments do exist to assess participation/power-sharing in participatory health projects, none of the available instruments are suitable for the assessment of student engagement in such projects. The current study set out to develop an assessment framework for student engagement in design thinking projects for health innovation. Design thinking is a human-centred and participatory approach to problem-solving. The objectives of the project were: (1) the design and implementation of a questionnaire to assess student engagement in design thinking activities, and (2) assessment of the validity of the questionnaire. A preliminary questionnaire was developed with the aid of the literature and implemented for students taking a postgraduate course called Health Innovation & Design, which follows a design thinking approach for health innovation. Analysis of students’ written reflective reports and a focus group discussion were used to revise the questionnaire items. The revised questionnaire was validated by design thinking practitioners (the course lecturer and facilitators), and further modifications were made based on their views. The assessment framework developed in this study incorporates the design thinking phases according to the IDEO design thinking approach, an educational definition of student engagement, and recommendations by students of the Health Innovation & Design course and their course lecturer and facilitators. This questionnaire may be used to assess engagement in academic settings as well as non-academic settings when design thinking is applied for health innovation

Development of an assessment instrument for student engagement in design thinking projects for health innovation

Student engagement is a dynamic and multifaceted concept encompassing physical, emotional, and cognitive components. Various instruments to assess student engagement exist; however, these are not intended to assess how students engage with one another and with community stakeholders in participatory health projects. Although instruments exist to assess participation and power-sharing in participatory health research projects, none of the available tools are suitable for assessing student engagement in such projects. Accordingly, this study set out to develop an assessment instrument for student engagement in design thinking projects for health innovation. An adapted form of the survey development guide for medical education research was applied. The development process included triangulation of data, which included collating student input from an initial literature informed instrument, an analysis of written reflective reports and a focus group discussion with students enrolled in a master’s level course called Health Innovation & Design (HID), and design thinking practitioner validation. A final assessment instrument for student engagement in design thinking projects is presented. Note that our instrument incorporates the design thinking phases according to the Innovation Design Engineering Organization (IDEO) design thinking approach, an educational definition of student engagement, and recommendations by students, course lecturers and facilitators of the HID course. The instrument can assess engagement in academic and non-academic settings when design thinking is applied for health innovation

Brick a Brick: Using Applied Improvisation to Build Empathy in Design Facilitators

The surge in design thinking and people-centered design worldwide has given rise to a new role for designers: design facilitator. A design facilitator is leading diverse groups of participants through the design process, providing opportunities for them to share their perspectives, and guiding them as they contribute to design solutions. These engagements require highly developed interpersonal skills, but few interventions exist to aid designers in cultivating these skills. Other disciplines have turned to applied improvisation, an approach derived from improvisational theatre, to improve communication, collaboration and other dimensions of social-emotional learning. This research examines how an applied improvisation approach might be utilized to cultivate empathy in design facilitators. To answer this question, participatory action research was conducted with design facilitators, applied improvisation facilitators, and an instructional designer. Interviews with facilitators from both contexts resulted in a model of empathy, evidence in support of the applied improvisation approach, and perceived barriers to implementation of applied improvisation in the design context. A participatory design session with facilitators from both contexts explored the specific actions that contribute to empathic facilitation and generated conceptual prototypes of an empathic facilitation training program. Finally, primary and secondary research were synthesized to create a solution prototype that was evaluated by an instructional designer and submitted to design conferences for peer review. The outcome of this research is a conceptual framework for a training program entitled, Improv for Empathic Facilitation. The solution is founded upon an experiential learning model and scaffolds learners through developing skills in four competencies: self-awareness, social awareness, collaboration, and facilitating with empathy. In addition to applied improvisation-based training, learners engage in simulated facilitation scenarios in order to practice their skills. Finally, the program utilizes a series of formative assessments by engaging in critical reflection throughout and culminates in a summative assessment at the conclusion. Criteria for the assessments is learner-generated throughout the program, honoring both their experience and expertise. This research provides a model of how to explore the cultivation of interpersonal skills in design facilitators. Additionally, by presenting its potential impact on interpersonal skills rather than cognitive skills, this research highlights a new dimension of how the fields of design and improvisation might positively impact each other

Literacy assessment practices: Moving from standardised to ecologically valid assessments in secondary schools

SSLI test protocol data revealed the dominance of 'central' literacy measures and 'local' subject-specific measures aligned to institutional requirements, curriculum and national examination content. These measures initiate secondary students into a pervasive culture of assessment that generally fails to support further learning; a culture antagonistic towards the use of assessment that reflect how expert teachers address subject-specific literacies. In a culture of content-focussed, high stakes assessment, the use of ecologically valid formative assessment that reveal what students can do with what they know, and that empower teachers to test like they teach, is marginalised. Consistent with Neisser's claim that some experimental measures may not reflect reality, the pedagogy and assessment protocols of many secondary schools fail to reflect the use of literacy and thinking tools, and so fail to reflect best evidence about teaching. Changes in school culture, teachers' pedagogical knowledge and the use of ecologically valid assessments are associated with shifts from transmission to co-construction approaches. Consistent with the work of David Corson the use of ecologically valid assessment that reflect the use of literacy and thinking tools is an inclusive, future-focussed literacy event, but the use of 'central' curriculum and institutional-linked measures is exclusive

Make Your Job Summer Program: A Report to the Network for Teaching Entrepreneurship

Make Your Job Summer Program condenses the material in NFTE's year-long high school curriculum into an intensive two-week course. Over the course of these two weeks, from 9-5 pm each day, students learn about businesses and entrepreneurship while simultaneously designing their business plans. At the end of the program, students present their business plans to a panel of judges to compete for seed money. At two of the 18 sites, NFTE also offered an 8- 10 week version of the program called Startup Summer. Startup Summer is for students who already participated in NFTE during the school year and takes the program a step further by helping them execute their business plans. Students in Startup Summer continue to receive support in launching their businesses into the school year. 378 students participated in the BizCamps and 77 participated in Startup Summer (at the Los Angeles and New York City sites). Although some sites had run NFTE-related summer programs in prior years, other sites were running the summer program for the first time. Two of these BizCamps (Girl Empower BizCamps) served female students exclusively.Our research examines both the impact and implementation of the program and considers:- the types of students who enrolled in the program and why;- how the students experienced the program;- the perceived match between program design and student backgrounds and abilities;- how staff understood the goals and expectations of the program;- the capacities and resources that supported implementation;- the challenges experienced in delivering the program; and- how the program was adapted across sites

Fidelity in complex behaviour change interventions : a standardised approach to evaluate intervention integrity

Objectives: The aim of this study was to (1) demonstrate the development and testing of tools and procedures designed to monitor and assess the integrity of a complex intervention for chronic pain (COping with persistent Pain, Effectiveness Research into Self-management (COPERS) course); and (2) make recommendations based on our experiences. Design: Fidelity assessment of a two-arm randomised controlled trial intervention, assessing the adherence and competence of the facilitators delivering the intervention. Setting: The intervention was delivered in the community in two centres in the UK: one inner city and one a mix of rural and urban locations. Participants: 403 people with chronic musculoskeletal pain were enrolled in the intervention arm and 300 attended the self-management course. Thirty lay and healthcare professionals were trained and 24 delivered the courses (2 per course). We ran 31 courses for up to 16 people per course and all were audio recorded. Interventions: The course was run over three and a half days; facilitators delivered a semistructured manualised course. Outcomes: We designed three measures to evaluate fidelity assessing adherence to the manual, competence and overall impression. Results: We evaluated a random sample of four components from each course (n=122). The evaluation forms were reliable and had good face validity. There were high levels of adherence in the delivery: overall adherence was two (maximum 2, IQR 1.67–2.00), facilitator competence exhibited more variability, and overall competence was 1.5 (maximum 2, IQR 1.25–2.00). Overall impression was three (maximum 4, IQR 2.00–3.00). Conclusions: Monitoring and assessing adherence and competence at the point of intervention delivery can be realised most efficiently by embedding the principles of fidelity measurement within the design stage of complex interventions and the training and assessment of those delivering the intervention. More work is necessary to ensure that more robust systems of fidelity evaluation accompany the growth of complex interventions

Pain management for chronic musculoskeletal conditions : the development of an evidence-based and theory-informed pain self-management course

Objective: To devise and test a self-management course for chronic pain patients based on evidence and underpinned by theory using the Medical Research Council (MRC) framework for developing complex interventions. Design: We used a mixed method approach. We conducted a systematic review of the effectiveness of components and characteristics of pain management courses. We then interviewed chronic pain patients who had attended pain and self-management courses. Behavioural change theories were mapped onto our findings and used to design the intervention. We then conducted a feasibility study to test the intervention. Setting: Primary care in the inner city of London, UK. Participants: Adults (18 years or older) with chronic musculoskeletal pain. Outcomes: Related disability, quality of life, coping, depression, anxiety, social integration and healthcare resource use. Results: The systematic reviews indicated that group-based courses with joint lay and healthcare professional leadership and that included a psychological component of short duration (<8 weeks) showed considerable promise. The qualitative research indicated that participants liked relaxation, valued social interaction and course location, and that timing and good tutoring were important determinants of attendance. We used behavioural change theories (social learning theory and cognitive behaviour approaches (CBA)) to inform course content. The course addressed: understanding and accepting pain, mood and pain, unhelpful thoughts and behaviour, problem solving, goal setting, action planning, movement, relaxation and social integration/reactivation. Attendance was 85%; we modified the recruitment of patients, the course and the training of facilitators as a result of testing. Conclusions: The MRC guidelines were helpful in developing this intervention. It was possible to train both lay and non-psychologists to facilitate the courses and deliver CBA. The course was feasible and well received

Tinjauan terhadap pengetahuan, kemahiran dan minat dalam bidang keusahawanan di kalangan peserta kursus jangka pendek anjuran Jabatan Pendidikan Teknik dan Vokasional

The purpose of this research is to determine the knowledge, skill and enthusiasm among participants short term course organized by Jabatan Pendidikan Teknik dan Vokasional (JPTV). Fifty-four participants from three short term courses, Kursus Usahawan Berasas Kimpalan, Kursus Penyelenggaraan dan Pemasangan Komputer dan Kursus Chargeman AO are selected as respondents to gather feedbacks based on the questionnaire distributed. Collected data is analyzed by using Statistical Package For Social Science (SPSS), 11.0 version, which were represented using mean scores, percentage and Correlations Pearson. The result of this research shows that majority of the participants are enthusiasm towards entrepreneurship but they are lack of knowledge and skill in entrepreneurship basic. "Garis Panduan Asas Keusahawanan " had been created to give knowledge and skill entrepreneurship basic for participants short term course organized by JPTV