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Research ArticleQUALITATIVE RESEARCH ARTICLE

Lessons from Using Design Thinking to Develop the 2021 AACP Teacher’s Seminar

Michael D. Wolcott, Ashley N. Castleberry, Chris Johnson, Amy M. Pick and Adam M. Persky
American Journal of Pharmaceutical Education April 2022, 8990; DOI: https://doi.org/10.5688/ajpe8990
Michael D. Wolcott
aThe University of North Carolina, Eshelman School of Pharmacy, Chapel Hill, North Carolina
bThe University of North Carolina, Adams School of Dentistry, Chapel Hill, North Carolina
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Ashley N. Castleberry
cThe University of Texas at Austin, College of Pharmacy, Austin, Texas
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Chris Johnson
dUniversity of Arkansas Medical Sciences, College of Pharmacy, Little Rock, Arkansas
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Amy M. Pick
eUniversity of Nebraska Medical Center, College of Pharmacy, Omaha, Nebraska
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Adam M. Persky
aThe University of North Carolina, Eshelman School of Pharmacy, Chapel Hill, North Carolina
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Abstract

Objective. To describe and evaluate how a design thinking approach aided the creation of the 2021 American Association of Colleges of Pharmacy (AACP) Teacher’s Seminar

Methods. The design thinking framework (ie, inspiration, ideation, and implementation) was used to structure the seminar development process from July 2020 to July 2021. Nine committee members engaged in a persona activity (ie, inspiration), a brainstorming activity (ie, ideation), and a prototyping activity (ie, implementation) to create a user-centered learning experience. Twenty-five small group facilitators were then recruited to create and deliver breakout session content. After the seminar, the team was invited to debrief their experience in a focus group and an electronic survey to evaluate the perceived impact of using design thinking in the planning process.

Results. Twenty-one (62%) of the 34 committee members and small group facilitators attended the focus group and 28 (82%) completed the electronic survey. Most agreed that design thinking was a useful approach to support Teacher’s Seminar and they were generally positive about the experience. There was a significant increase in self-reported creative self-efficacy for coming up with novel ideas, ability to solve problems, and helping expand others’ ideas. Team members identified positive attributes about the seminar and planning process as well as areas for improvement. Team members also acknowledged challenges and potential solutions for professional organizations and program developers to consider when creating user-centered experiences.

Conclusion. Design thinking can be a useful framework for seminar planning and implementation to create engaging, meaningful, and valuable educator development experiences.

Keywords
  • design thinking
  • faculty development
  • user-centered design
  • learning experience design
  • teachers seminar
  • Received December 8, 2021.
  • Accepted April 5, 2022.
  • © 2022 American Association of Colleges of Pharmacy
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American Journal of Pharmaceutical Education
Vol. 86, Issue 5
1 Jun 2022
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Lessons from Using Design Thinking to Develop the 2021 AACP Teacher’s Seminar
Michael D. Wolcott, Ashley N. Castleberry, Chris Johnson, Amy M. Pick, Adam M. Persky
American Journal of Pharmaceutical Education Apr 2022, 8990; DOI: 10.5688/ajpe8990

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Lessons from Using Design Thinking to Develop the 2021 AACP Teacher’s Seminar
Michael D. Wolcott, Ashley N. Castleberry, Chris Johnson, Amy M. Pick, Adam M. Persky
American Journal of Pharmaceutical Education Apr 2022, 8990; DOI: 10.5688/ajpe8990
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Keywords

  • design thinking
  • faculty development
  • user-centered design
  • learning experience design
  • teachers seminar

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