The medical curriculum is charged with training medical students who can possess both the technical and contextual abilities to adapt to the transformational world of medicine. This new objective would require incorporating engineering principles into the medical curriculum, which was formed by the University of Illinois as the Carle Illinois College of Medicine. As a fully integrated engineering based medical school, students partake in active learning modules that develop their quantitative, innovative, and entrepreneurship skills. An example of the active learning component of the curriculum is the "Neuroscience Engineering Challenge Lab." The purpose of this study was to explore students' perception of the lab and learn how the active-learning curriculum via the design thinking labs can be enhanced. Using a paired samples t test of pre- and post-survey results, we found that the students did not statistically gain a better understanding of the design thinking process (p = 0.052), which is expected due to the majority of students having an engineering background. Contrarily, the lab increased students' understanding of ideation tools (p = 0.003), user-centered design concepts (p = 0.004), preparing a business plan pitch (p = 0.027), and students felt better prepared for their IDEA and Capstone project (p = 0.010). Based on the results, students are becoming more confident with understanding, experience, and applying these specific tools and skills. Therefore, the medical curriculum should provide opportunities for students to develop and apply their innovation skills through active-learning activities such as a Neuroscience Engineering Challenge Lab.
Keywords: Active-learning; Design; Engineering; Innovation; Medical education.
© This is a U.S. Government work and not under copyright protection in the US; foreign copyright protection may apply 2022.