1.
1 /30
®
MODULE 1
Design Thinking Education
for Healthcare
Translating Information into Ideas,
Concept, and Solutions

2.
2 /30
TABLE OF CONTENTS
S E C T I O N 0 1 - INTRO TO DESIGN THINKING
S E C T I O N 0 2 - UNDERSTANDING DESIGNERS
S E C T I O N 0 3 - CASE STUDIES
S E C T I O N 0 4 - NEXT STEPS

3.
3 /30
INTRO TO DESIGN
THINKING
Design is the process of translating existing situations
into preferred ones.
S E C T I O N 0 1
• Definition of Design
• Levels of Design Thinking
• Our Studio Process Model

4.
INTRO TO DESIGN
THINKING
© Live Well CollaborativeMODULE 1
Design Thinking Education
4 /30
definition of
design
thinking
We ask what can we do to change things? That question leads us to
design which is the act of changing existing situations into preferred ones.
The appropriate blend of
qualitative and quantitative
thinking with the goal to
produce positive change that
responds to the needs of
consumers.
1
Helps institutions and culture
evolve thoughtfully blending
continuity and change.
4
Produces comprehensive
visualizations of future
alternatives allowing for
interaction and feedback
from stakeholders early in
the process.
2
Produces profit for
organizations that invest
in its use by by developing
more efficient processes and
improved communication
between stakeholders.
5
Reduces the potential for
unintended consequences.
3
It is inherently interdisciplinary.6

5.
INTRO TO DESIGN
THINKING
© Live Well CollaborativeMODULE 1
Design Thinking Education
5 /30
Translating an existing situation....
Going Beyond Shallow Decorations
GE Healthcare
Learning from different experiments that had been
done for enhancement of kids imaging and taking it
one step further.
Looking at the World Through
Kids’ Eyes
GE Healthcare
Understanding Kids’ Anxiety Points During MRI

6.
INTRO TO DESIGN
THINKING
© Live Well CollaborativeMODULE 1
Design Thinking Education
6 /30
GE Healthcare
© General Electric Company
2014
Creating Mentors to Help Kids Accomplish
Their Mission
These characters accompany kids prior, during
and post imaging process and build an emotional
connection with them.
GE Healthcare recognized there had to be a better
way to approach children’s imaging. Their global design
team began to imagine a scan procedure with less anxiety
and fear. Through collaboration with Child Life Specialists
from leading children’s hospitals, the Betty Brinn Children’s
Museum and award-winning design firms, they worked to
develop a pediatric imaging solution that helps improve
the patient’s, family’s, and hospital staff’s scan experience. Transforming the
Experience into an
Exciting Adventure
Acknowledging patients’
needs beyond medicine and
addressing their needs as
individuals.
Creating an Entire Story
Around the Process
Creating 8 different room
themes appealing to kids and
involving all their senses.
...into a preferred solution.

7.
INTRO TO DESIGN
THINKING
© Live Well CollaborativeMODULE 1
Design Thinking Education
7 /30
Products
Broad goals with social/cultural
corporate implications
Healthcare Systems
Directing designers
and interdisciplinary teams
Converting
strategy & insights
into objects, images,
and action
Information Facilities
Design Strategy
Design Management
Design Planning
Design Execution and
Implementation
Levels of Design
Management

8.
INTRO TO DESIGN
THINKING
© Live Well CollaborativeMODULE 1
Design Thinking Education
8 /30
Live Well Collaborative
Design Studio Process
Model
Identify
Lead-In
0
Research
Understand
1
Phase 0
Before the project
During the planning stage
of a project, the principle
investigator identifies
the problem space and
collaborates with the LWC
on the project brief.
Phase 4
After the Project
Possible future opportunities
regarding the project results
for the member and LWC.
This should also be discussed
in Phase 0.
Phases 123
During the 15 week Semester
The research team focuses on
obtaining knowledge about
the topic, translates insights
into concept ideas and tests
and refines concepts to meet
the needs of the healthcare
sponsor.
Consumer
and Client
Feedback
Primary
Consumer
Research
Inspirational
& Experiential
Research
Team and
Problem
Orientation
Secondary
Consumer
& Product
Research
Synthesis
and
Activation
Refine
Test & Detail
3
Next Steps
Continue
4
Ideate
Conceptualize
2

9.
INTRO TO DESIGN
THINKING
© Live Well CollaborativeMODULE 1
Design Thinking Education
9 /30
Identify
Lead-In
Research
Understand
0 1
Refine
Test & Detail
Next Steps
Continue
3 4
Ideate
Conceptualize
2
• Agree on project scope, objectives,
and deliverables.
• Establish a multi–disciplinary working
team, from both the healthcare sponsor and
faculty/student resources from the University
of Cincinnati
• Identify who the target consumer is, how they
will be selected and involved in the process.
• Decide on project schedule and identify key
interaction dates.
Identify
Lead-In
0
Project brief from iTransition Sickle Cell Studio - Summer 2012.

10.
INTRO TO DESIGN
THINKING
© Live Well CollaborativeMODULE 1
Design Thinking Education
10 /30
Identify
Lead-In
Research
Understand
0 1
Refine
Test & Detail
Next Steps
Continue
3 4
Ideate
Conceptualize
2
• Review the history of the issue.
• Identify any existing obstacles.
• Collect examples of other attempts to
solve the same issue (benchmark).
• Talk to your end-users, gather end
user insights.
• Take into account thought leaders’
opinions (sponsors, experts).
Research
Understand
1
Student taking notes during an in-clinic interview at Cincinnati Children’s Hospital.

11.
INTRO TO DESIGN
THINKING
© Live Well CollaborativeMODULE 1
Design Thinking Education
11 /30
User Interactions
& Interviews
Week 1
Research Phase
Meet & Greet Users
In-home, in-clinic or shop
along to explore current
situation.
Week 6
Ideation
Co-creation Session
Users and students collaborate
to create possible solutions.
Week 12
Refinement
Validation
Users give feedback on
refined solutions.
Week 15
Final Presentation
Feedback / Next Steps
Students present final solutions
to healthcare sponsors and discuss
next steps.

12.
INTRO TO DESIGN
THINKING
© Live Well CollaborativeMODULE 1
Design Thinking Education
12 /30
Secondary
Secondary research involves the summary,
collation and/or synthesis of existing research. It
is required in the preliminary stages of research to
determine what is known already and what new
data is required, or to inform research design.
Primary
Primary research consists of a collection of
original primary data collected by the researcher.
At the Live Well our primary research typically
includes:
• meeting with healthcare professionals
• patient interviews
• clinical visits
• initial & final concept
feedback sessions
Main Types
of Research

13.
INTRO TO DESIGN
THINKING
© Live Well CollaborativeMODULE 1
Design Thinking Education
13 /30
Observational
Primary Research
Observational research (or field research) is a
social research technique that involves the direct
observation of phenomena in their natural setting.
Personas & Journey Maps
Secondary Research
Personas are designed as representations of
your key audience and are based on interviews
and observations with patients. Personas help
stakeholders understand the needs, values,
behaviors, and expectations of their patients.
Journey maps also help stakeholders visualize
patients experiences and recognize problems
areas during their in-clinic and out-of-clinic
experiences.
Research
Methods

14.
INTRO TO DESIGN
THINKING
© Live Well CollaborativeMODULE 1
Design Thinking Education
14 /30
Identify
Lead-In
Research
Understand
0 1
Refine
Test & Detail
Next Steps
Continue
3 4
Ideate
Conceptualize
2
• Identify the needs of your end-users.
• Generate ideas to serve these
identified needs.
• Record all ideas from your ideation sessions.
• Do not judge or debate ideas.
• Talk one at a time during brainstorming.
• Translate insights from research into
visualizations.
• Incorporate feedback from thought
leaders’ opinions.
Ideate
Conceptualize
2
Information from patients interviews are recorded and mapped into visualizations for CCHMC staff.
iTransition Sickle Cell Studio - Summer 2012

15.
INTRO TO DESIGN
THINKING
© Live Well CollaborativeMODULE 1
Design Thinking Education
15 /30
Identify
Lead-In
Research
Understand
0 1
Refine
Test & Detail
Next Steps
Continue
3 4
Ideate
Conceptualize
2
• Combine, expand, and refine ideas.
• Create multiple drafts.
• Seek feedback from a diverse group of people.
• Gather feedback from end users.
• Create and present actual working
prototype(s).
• Present a selection of ideas to the
healthcare sponsor.
Refine
Test & Detail
3
Final outcomes from iTransition Sickle Cell Studio - Summer 2012.
See pg. 27 case study for more information on this project.

16.
INTRO TO DESIGN
THINKING
© Live Well CollaborativeMODULE 1
Design Thinking Education
16 /30
Identify
Lead-In
Research
Understand
0 1
Refine
Test & Detail
Next Steps
Continue
3 4
Ideate
Conceptualize
2
• Assess if results have met deliverables.
• Discuss what could be improved.
• Measure success; collect data.
• Document and archive the process.
• Determine next steps.
Next Steps
Continue
4
LWC design team presents and receives feedback from the CCHMC project team
during the final presentation from iTransition Sickle Cell Studio - Summer 2013.

17.
UNDERSTANDING
DESIGNERS
© Live Well CollaborativeMODULE 1
Design Thinking Education
17 /30
UNDERSTANDING
DESIGNERS
Now that you have an overview of design thinking and our
process model, it is important to understand how designers think
and work. Multi-disciplinary LWC studio projects are led by the
college of DAAP (Design, Architecture, Art, and Planning) and
are complemented with expertise from the colleges of Business,
Engineering, Nursing and Medicine, among many others. In this
section, we will discuss design disciplines and their value to our
work.
S E C T I O N 0 2
• Understanding Designers
• Interdisciplinary Team Resources
• DAAP Disciplines
• Design: Big D’s and Little d’s at DAAP
• 3 Types of Design

18.
UNDERSTANDING
DESIGNERS
© Live Well CollaborativeMODULE 1
Design Thinking Education
18 /30
uncertainty / patterns / insights clarity / focus
design solution
research
ideation
refinement
Understand the
Design Process
Apapted from Central office of Design via Noise Between Stations
http://www.designcouncil.info/mt/red/archives/2006/05/a_better_diagra.html

19.
UNDERSTANDING
DESIGNERS
© Live Well CollaborativeMODULE 1
Design Thinking Education
19 /30
Multi-disciplinary
Team Resources
Architecture &
Interior Design
Art
Planning
DAAP
Master of Design
Graphic Communication Design
Fashion Design
Transportation Design
Industrial Design
Design
Fine Arts
Art History
Master of Fine Arts
Master of Art History
Master of Arts in Visual
Arts Education
Architecture
Interior Design
Master of Architecture
Master of Science Architecture
PhD in Architecture
Urban Planning
Science in Urban Studies
Master of Community Planning
Horticulture
Business
Music
Nursing
Medicine
Engineering
DAAP
Social
Sciences

20.
UNDERSTANDING
DESIGNERS
© Live Well CollaborativeMODULE 1
Design Thinking Education
20 /30
Design: Big D’s and
Little d’s at DAAP
The Big D’s are the big picture
components of design.
Strategy
System
Service
The little d’s are the the
resources you use to make up
the Big D’s.
Industrial Design
Communication Design
Fashion Design
Interior Design
Architecture
Planning
D
UNDERSTANDING
DESIGNERS
© Live Well CollaborativeMODULE 1
Design Thinking Education
20 /30
d

21.
UNDERSTANDING
DESIGNERS
© Live Well CollaborativeMODULE 1
Design Thinking Education
21 /30
Industrial Design
PRODUCT AND TRANSPORTATION
Industrial design is concerned with the
appearance and usefulness of manufactured
goods. When creating products, industrial
designers think about technical performance,
environmental concerns, human comfort,
and aesthetics.
They gather deep insights into consumer
preferences and values and have the ability
to translate insights into comprehensive
visualizations of future alternative solutions.
DAAP
Disciplines
d
Fashion Design
RUNWAY & PRODUCT
Fashion designers communicate ideas by fashion
sketching, fashion illustration, and through the
creation of three–dimensional finished garments
that mayappear on the runways or in retail
stores.
Fashion students are also able to apply their
expertise in forecasting trends to other
industries as well.
Graphic Communication Design
PRINT, MOTION, AND INTERACTIVE
Graphic communication design is intended
to inform, entertain, or persuade a specific
audience. Frequently, the designer is called
upon to create an entire system of information
that may include printed items (advertisements,
logos, pamphlets) and/or electronic media to
be viewed via a computer, mobile device, film.
Graphic communication designers give
concrete vision to information, ideas, and
feelings by utilizing typography, color, images,
layout, animation, editing, and digital interfaces.

22.
UNDERSTANDING
DESIGNERS
© Live Well CollaborativeMODULE 1
Design Thinking Education
22 /30
Planning
Planning, also called urban planning or city and regional
planning, is a dynamic profession that works to improve the
welfare of people and their communities by creating more
convenient, equitable, healthful, efficient, and attractive
places for present and future generations.
The tradition of the school is to train professionals for
distinguished practice and spatially–based systems approaches
with a focus on “livable places,” that is, on “communities that
enrich people’s lives.”
DAAP
Disciplines
d
Interior Design
Interior design is a multi-faceted profession
in which creative and technical solutions are
applied within a structure to achieve a built
interior environment. These solutions are
functional, enhance the quality of life and
culture of the occupants and are aesthetically
attractive.
Interior Design focuses on the interior
spaces of buildings, emphasizing the physical,
psychological, and social needs of people at
work and leisure.
Architecture
Architecture is the culturally responsible
design and production of buildings that are
useful, durable, meaningful, and responsive
to their physical and social contexts.
Architecture can refer to the actual product,
the architecture of a building or it can refer to
the method or style, the knowledge and styles
used to design the building.

23.
UNDERSTANDING
DESIGNERS
© Live Well CollaborativeMODULE 1
Design Thinking Education
23 /30
Service
Service design as a practice generally results in
the design of systems and processes aimed at
providing a holistic service to the user.
The purpose of service design methodologies
is to design according to the needs of users so
that the service is user-friendly, competitive
and relevant.
Communication
Communication design is the effective and efficient transferral
of information through the appropriate visual media.
Solutions to communication problems may take the form of:
a printed document, an audio-visual presentation, interactive
smart phone or information systems such as brand identity
program, signage system, exhibit design, product identification
and wayfinding environmental graphics.
Product
Product design focuses on the appearance
and usefulness of manufactured goods. When
creating products, industrial designers think
about technical performance, environmental
concerns, human comfort, and aesthetics.
Results of Work of d’s:
Three Types of Design

24.
24 /30
CASE STUDIES
This section provides a series of case studies from Live
Well studios that demonstrate how a multi–disciplinary
approach to solving problems can be used to generate
service, communication, and product solutions, or even
a combination of all three.
S E C T I O N 0 3
• Product & Service — UC Health Bone Marrow
Transplant Center 2013 & 2014
• Product — Ultimate Traveler’s Experience 2011
• Communication — iTransition 2012

25.
CASE STUDIES © Live Well CollaborativeMODULE 1
Design Thinking Education
25 /30
Bone Marrow
Transplant
Center 2013
Studio Sponsor: UC Health
Spatial Design
Product
Interior Design
Watch Design
Product
Industrial Design
Website & App Design
Communication
Digital Design
The goal of this project was to identify patient
centered solutions that re-imagine and reinvent
the infusion experience to make it a model of
care across UCMC. The LWC team developed
solutions that are patient centered and improve
work processes for clinicians. A key focus of the
project was to envision and identify a 5-year ideal
state for the clinic.
Research
Through extensive research
via benchmarking other hospital
spaces, interviews with staff,
patients, and caregivers, and in-
hospital observations, the team
identified 4 core opportunities for
design development.
Refinement
The final solutions included spatial redesigns of various rooms in
the Bone Marrow Transplant Center, and a My Care App that allows
patients to manage their health, nutrition, treatment, and schedules
all in one place.
Ideation
The team ideated around these
four core opportunities areas
which included: the physical
space within the hospital, process
flow between patients and staff,
communication tools between
staff, as well as amenities for
patients.
1
4
1
2
3
3

26.
CASE STUDIES © Live Well CollaborativeMODULE 1
Design Thinking Education
26 /30
Bone Marrow
Transplant
Center 2014
Studio Sponsor: UC Health
Spatial Design
Product
Interior Design & Industrial
Design
Inpatient Journey Map
Communication
Graphic Design
Our goal is to envision patient centered
solutions that re-imagine and re-invent the
infusion experience to make it a model of
care across UCMC. The team also intended to
develop solutions to improve work processes
and environments for clinicians.
Project objectives as continuation of environment
redesign from BMTC 2013:
• Focusing on the infusion and waiting areas
• Refinement of admission and discharge processes
• Focusing on better transitions and communication2
1
1
2
Research
During the research phase, the LWC team interviewed patients and
caregivers during in-clinic visit to understand how they felt about the
admissions and discharge process. They also observed doctors and staff
members during patient rounds on several occasions in order to better
understand how they work.
Ideation
Based off of the insights they gathered from research, the team
ideated around four areas of focus which included:
1) Integration of scheduling and care delivery systems; 2) Medication
and prescription management systems; 3) Healing spaces and systems
to support patient independence and caregiver needs; 4) Continuity of
care processes and management systems.
Refinement
The team developed an interactive video of what the ultimate
experience could be in this space. The team also documented
challenges within the admission and discharge process and made
recommendations for solutions.

27.
CASE STUDIES © Live Well CollaborativeMODULE 1
Design Thinking Education
27 /30
Ultimate
Traveler’s
Experience
Studio Sponsor: Boeing
Vision Video
Communication
Digital Design
Take Me There Chair
Product
Industrial Design
For this project, students were challenged to
travel with the “future” traveler to understand
opportunities for future travel improvement with
the goal of making the “door to door” process
easy and seamless for everyone.
Take Me Ther Chair: LWC’s first patented
application
The Take-Me-There Chair is a personalized airport
transport vehicle electronically powered with rechargeable
batteries. The TMT is connected to the airport information
and transportation systems, is fully automated, crash proof,
and links to a passenger’s Flight Watch using Blue-Tooth
technology. The TMT automatically reads a passenger’s gate
destination but can be redirected or paused en route via
voice commands or touch screen. The system is ideal for
visually impaired passengers; wheelchair bound individuals;
and others with special needs.
2
1
1
3
Research
Primary research for this project involved interviewing 50+
passengers and those with physical disabilities to better understand
their experiences and current issues during their travel journeys.
Secondary data was also collected on the air travel process and the
roles of airlines in air travel.
Ideation
The team began ideation with initial brainstorming of the “Perfect
Door-to-Door Journey”. Students were encouraged to think outside
the box even if their ideas did not seem feasible. Then they organized
and prioritized selected ideas and discussed those with the most
potential.
Refinement
During the validation and refinement process, students were
required to write a 250 word essay explaining the problem their
concept solves or is designed to overcome, how it works, and what
technology it uses. Once the concepts were refined, the team created
a video narrative which illustrated their vision for the ultimate travel
experience by incorporating all of their concepts for products,
services, and communication during the travel journey.

28.
CASE STUDIES © Live Well CollaborativeMODULE 1
Design Thinking Education
28 /30
iTransition 2012
Studio Sponsor: Cincinnati
Children’s Hospital, Lori E.
Crosby, PsyD
Hospital Staff Interface
Communication
Graphic Design
Sickle Cell Visualizations
Communication
Graphic Design
Patient Interface
Product & Communication
Industrial Design & Graphic
Design
Research
Students used qualitative methods to
understand the patient experience of
care and the experience of providers
administering care. Seven themes
were defined based upon secondary
research and interviews with patients
and providers.
Refinement
Students designed patient booklets
that map out each patients’ daily
life, attitudes towards transition,
SCD effects on the body, pain
management, and their support
system.
Students also designed transition
cards for providers. Care providers
arrange the deck of cards to design
and visualize a personalized transition
process for each patient.
Ideation
Students conducted an
ideation session with providers
where they had to divide,
subtract, and combine steps
of the transition process and
identify potential benefits.
LWC worked with Cincinnati Children’s Hospital
Medical Center to explore innovative ways to
improve the transition process for Sickle Cell
Disease patients.
Translational research in healthcare coupled with the theme
of empathic care fueled an opportunity for design to play
a role in exploring a qualitative, innovative, use centered
approach for developing solutions.
The first outcome was developed thorough a co-designed
process. Designers working with CCHMC staff and patients
to develop a solution that will empower youth to manage
their own healthcare. The second outcome is how the staff
of CCHMC has learned how to integrate design methods
into their everyday operations to improve their healthcare
approach. Both of these outcomes have provided the
framework of continued and strategic solutions.
1
2
3
1
2
3

29.
CASE STUDIES © Live Well CollaborativeMODULE 1
Design Thinking Education
29 /30
Cincinnati Comprehensive
Sickle Cell Center
DOCTORS
Dr. Punam Malik
Dr. Karen Kalinyak
Dr. Charles Quinn
Dr. Tehodosia Kalfa
PSYCHOLOGISTS
Dr. Monica Mitchell
Dr. Lori Crosby, PI
Dr. Naomo Joffe
iTransition
Resource Map
UC Health Hematology
ADULT SERVICES AT
UNIVERSITY HOSPITAL
Dr. George Atweh, Medical
Director
Dr. Olugbenga Olowokure
Dr. Donald Rucknagel
SOCIAL WORKERS
Pam Jenkins
NURSE PRACTITIONERS
Lana Hackworth
NURSE COORDINATORS
Connette Birl
CCHMC Project Team
RESEARCH ASSISTANTS
Alexandra Bruck
Steven Lenzly
Ellen Manegold
Aubrey Culp
Caravella McCuistian
Teresa Smith, CCTST Project
Coordinator
Megan Dailey
Heather Strong
Live Well Collaborative
Linda Dunseath
Craig Vogel
PROJECT TEAM
Ashley Walton, Design Research
Associate/Project Manager
Ricardo Elizondo, Graduate Assistant
Alixandria Wolfe, Graphic Design
Co-op
Rachel Lee, Graphic Design Co-op
NURSE COORDINATORS
Tracy Mahaney
Patricia Boyd
NURSE PRACTITIONERS
Darice Morgan
Viia Anderson
Peggy Kaiser
SOCIAL WORKERS
Cheryl Blair
Lisa Leace
GRADUATE STUDENTS
Brigitte Beale
Alana Goldstein
Sylvia Li
Wanting Lou

30.
30 /30
NEXT STEPS
Learn how to integrate design thinking tools and methodologies
in your center’s capabilities to achieve desired outcomes.
S E C T I O N 0 4
• Module 2 - Gaming Tools and Ideation
Frame your challenge using gaming tools and
ideation methods.
• Module 3 - Intro to an LWC Studio
Work with the LWC to frame your project
scope, objective, and deliverables.
Learn about matching grant funds through
the CCTST.

31.
31 /30
Lori E. Crosby, PsyD
Clinical Psychologist, Behavioral Medicine and Clinical
Psychology
Co-Director, Innovations
Professor, UC Department of Pediatrics
Live Well Collaborative, Project Principle Investigator
Phone: 513-636-4336
Fax: 513-636-7756
Email: lori.crosby@cchmc.org
James E. Heubi, MD
Director, Clinical Translational Research Center
Co-Director, Center for Clinical and Translational
Science and Training
Associate Dean, Clinical and Translational Research
Professor, UC Department of Pediatrics
Live Well Collaborative, Board of Directors
Phone: 513-636-4415
Fax: 513-636-4695
Email: james.heubi@cchmc.org
CCHMC Key
Advisors Contact
To find out more about how you can
get involved with Live Well Collaborative,
please contact:
Linda Dunseath
LWC Executive Director
ldunseath@livewellcollaborative.org
www.livewellcollaborative.org
513.558.7348