Promoting Creative Problem-Solving in Schools of Pharmacy With the Use of Design Thinking
Michael D. Wolcott, Jacqueline E. McLaughlin
Abstract
Creativity and innovation are commonly discussed topics in the health professions and health professions education. However, initiating creative problem-solving without having a well-defined process in place can be a significant struggle. The <i>design thinking</i> process is gaining popularity in the health professions as a helpful strategy for individuals to address complex problems. In this commentary, we outline the design thinking process and advocate for the use of design thinking by faculty members to promote creative problem-solving in schools and colleges of pharmacy. The design thinking process includes three basic phases (inspiration, ideation, and implementation), each of which is accompanied by various strategies that enable participants to create and organize innovative solutions. Design thinking encourages collaboration, iteration, and optimism using techniques that make addressing ambiguity and failure during the creative process more comfortable. In addition, it pushes participants forward with ideas and can encourage confidence in individual creativity. Engaging faculty members, students, and practitioners in the design thinking process can equip individuals with the techniques and mindset needed to address complex problems in pharmacy education and beyond.