Abstracts
Abstract
Implication Statement
Enacting change in medical education requires effective facilitation processes. Medical education lags behind other fields in systems innovation and radically disruptive approaches to the challenges we encounter. Design thinking “sprints,” widely used in many other settings, serve as an opportunity to fill the gap as a facilitation process during periods requiring extensive and/or rapid change. Though resource-intensive, our experience using design thinking sprints for a situation requiring urgent change management with high-stakes implications for Canadian medical education to demonstrate their utility. A more widespread, adoption can contribute to innovation within all aspects of education including curriculum design, policy development, and educational process renewal.
Résumé
Énoncé des implications de la recherche
La mise en œuvre de changements dans la formation médicale exige un processus de facilitation efficace. Comparée à d’autres disciplines, l’éducation médicale est à la traîne en ce qui concerne l’innovation des systèmes et l’adoption d’approches radicalement transformatrices en réponse aux défis rencontrés. Le sprint de conception creative (design thinking sprints), approche largement utilisée dans de nombreux contextes, pourraient permettre de combler le manque de processus de facilitation lorsque des changements importants ou rapides sont à l’œuvre. Notre expérience de l’utilisation de tels sprints dans une situation nécessitant une gestion urgente de changements à enjeux importants pour l’éducation médicale au Canada démontre son utilité, malgré les ressources considérables qui ont dû être mobilisées. Une adoption plus large de cette approche peut contribuer à l’innovation dans tous les aspects de l’éducation, y compris la conception des programmes d’études, l’élaboration de politiques et le renouvellement des processus éducatifs.
Appendices
Bibliography
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