Interprofessional education (IPE) purports to level hierarchy and create a collaboration between IPE program stakeholders, patients, and communities. Design sprints do level the hierarchy and should be used to design IPE. The Jefferson Health Mentor Program (JHMP) decided in spring 2021 (its 14th year) to invigorate the program in a partnership with the Jefferson Health Design Lab. The theoretical framework for a design sprint incorporates five steps:To understand, diverge, converge, prototype, and test a product. The challenge question was, “How might we make virtual JHMP more engaging for students and Health Mentor volunters?” A sampling of students, Health Mentor volunteers, and JHMP faculty along with three design sprint experts gathered virtually. The JHMP never had a process that engaged all the stakeholders at once. The experts simultaneously led three groups through the following steps: stakeholder interviews, empathy maps, brainstorming solutions, story boarding prototyping, and production of a 90-second skit. The key themes that resulted from the design sprint that informed the curricular design were:
Health Mentors are engaged, love teaching, and appreciate sharing their stories with students.
Students seek a more authentic relationship and bi-directional conversation with the Health Mentors
Students value and appreciate the interprofessional aspects of the program, while they seek to better understand their colleagues’ various roles and scope of practice in healthcare
Our design sprint involving our community volunteers and students along with faculty demonstrates the summit theme of Partnerships Advancing Care with People and Communities. The design sprint produced curricular ideas and priorities that were not evident with previous methods of Continuous Quality Improvement (CQI). Our findings suggest that interprofessional programs may use design sprints as part of the CQI process to co-create and improve curriculum with their stakeholders.