Front Public Health April 2022 PMID 35111715

Using the Design Thinking Process to Co-create a New, Interdisciplinary Design Thinking Course to Train 21st Century Graduate Students.

Emily Rose Skywark, Elizabeth Chen, Vichitra Jagannathan

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Mentions

Peak: 2 in Jan 2022

across 2 sources since Jan 2022

Extended reach

5,992

potential audience

Total likes

Video views

674

Mentions per month

Jan 2022 – Feb 2025

Where it's discussed

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AI synopsis

What people are saying

The discussions mainly serve to inform about the publication, with mentions like 'New Research' and summaries of the course design process, emphasizing the context of interdisciplinary collaboration at UNC. The tone is informational and neutral, contributing to the moderate interest and impact scores, as the posts focus on sharing updates rather than engaging deeply or expressing strong sentiments.

AgreementNeither agree nor disagree

The discussion contains limited explicit agreement or disagreement, with only a brief acknowledgment of the research, indicating neutrality.

InterestModerate interest

The mention of new research and course development suggests some curiosity, but overall interest remains moderate.

EngagementNeutral engagement

The posts are mainly summaries without in-depth analysis, reflecting minimal deep engagement.

ImpactModerate impact

The discussion highlights potential relevance to public health education, but the influence appears preliminary rather than transformative.

Abstract in brief

The University of North Carolina at Chapel Hill used IDEO's design thinking process to create a new interdisciplinary graduate course in public health aimed at training 21st-century students.
They gathered insights from faculty, design thinking experts, and graduate students through various methods to inform the course design, emphasizing collaboration and real-world applications.
The study highlights that successful interdisciplinary design thinking courses should incorporate growth reflection, explicit group work skills, and practical content, and their design approach can be adapted to other fields and course formats.]

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