Students learn design thinking in a unique research project

Students learn design thinking in a unique research project

It was the beginning of the fall semester 2020, and Sydney Fan He was enrolling in a new course in health sciences at the University of Arizona. The aim of the course was to find ways to use artificial intelligence to improve patient interactions with the service provider. Once the students received this guidance, the rest was up to them.

“When I first joined, there were no set roles for students. It was just us understanding the project and working with each other to figure out week to week what we were supposed to do,” Van said. Are the new ideas you have, or what have you been working on?” “It was very much up to us to decide how we wanted to tackle the problem and come up with our solutions.”

You soon learn that the course offered by the University of Arizona Health Sciences health sciences design Program in cooperation with Arizona Simulation Technology Center, unlike any class or research project she’s ever done. Van and the rest of the team will need to use design thinking to get their ideas out of the real world and through the design and development process.

She was young at the time and enjoyed the experience so much that she re-enrolled it, semester after semester, until she finished her undergraduate degree and entered medical school in Arizona. College of Medicine – Tucson. This is a unique aspect ofArtificial intelligence for medical interviews– It’s one of several vertically integrated projects Students are encouraged to participate in multiple semesters.

Design Thinking Process

Design Thinking is a creative approach to problem solving with a focus on keeping the end user at the top of their minds. Design Thinking teaches students to go beyond simple brainstorming sessions by focusing on seven concepts: Observation, Empathy, Definition, Think, Prototype, Test, and Think.

Winslow Burleson, Ph.D., is a social inventor, researcher, researcher, artist, and educator with expertise in human interaction with computers and the learning sciences.  He and Kasi Kiehlbaugh, Ph.D., Director of Health Sciences Design, co-founded vertically integrated project courses at the University of Arizona Health Sciences. “Design thinking often begins with exploration and empathy, and understanding the users or people involved — the patient and the clinician in this case, or the medical student who is going to use that system,” he said. Winslow Burleson, Ph.D.a professor of health sciences design and Arizona College of Social and Behavioral SciencesInformation School. “It involves breaking the problem down into its many parts: what are the critical items you need to solve, or what are some of the items on the shelf or existing solutions you can use to build a system?”

Dr. Burleson, a member of the University BIO5 . Instituteis involved in advising students in the field of artificial intelligence for medical interviews with the CEO of ASTEC Allan J. Hamilton, MD, FACS, professor of neurosurgery at the College of Medicine in Tucson. They provide guidance and support, but there are no step-by-step instructions.

“The whole thing was pretty much design thinking,” Fan said. “We weren’t just pulling out of one major. It was literally everything you’ve learned in your life; if it’s remotely useful, put your idea there.”

Building a chatbot with artificial intelligence

The team, made up of students from multiple disciplines, divided themselves into groups and set out to design and develop an artificially intelligent chatbot.

Kyle McMulmore is pursuing a bachelor's degree with two double majors in Neuroscience, Cognitive Science, and Information Science and Technology.

“This application of AI seemed ready from the start to assess how healthcare providers demonstrate their empathic understanding and emotional intelligence in their interactions with patients,” said Dr. Hamilton. One group began by focusing on the rules that underlie affective responses. The second group searched for types of interactions indicative of literature. Finally, a third team evaluated words that had positive or negative emotional values.

They hope it will one day be used to train medical students in bed, a skill essential to patient well-being and the practice of medicine.

“If you have a beneficial and reliable interaction, where both the clinician and patient think the other understands, then that has all kinds of benefits,” Dr. Burleson said. “The opposite is that if doctors are not polite, that has a lot to do with the contested results.”

“The students knew they weren’t working on something trivial,” said Dr. Hamilton. “They knew they were working on something that might one day make a big difference in people’s lives.”

Over time, the team grew. Students identified their strengths and needs during each stage of development and enlisted additional help when needed.

“If they don’t have enough programmers, they interview and hire programmers,” Dr. Burleson said of the ongoing course. “And if they need more medical expertise, they can do the same on the medical side.”

Design Thinking is a creative approach to problem solving with a focus on keeping the end user at the top of their minds.

Neuropsychologist and Aspirations Specialist Kyle MacLemore Join Spring 2022. He’s a member of the programming group that codes the chatbot’s ability to interact with humans.

“There is a lot of coding being done across Python with a lot of testing done to make sure that a chatbot looks like it responds more like a human rather than a bot,” he said.

McLemore and the rest of the coding and design groups viewed Phan as a kind of quality control. She was the only student in the group who planned to attend medical school.

“Everything they did had to be a ‘test for Sydney’ – make sure Sydney could even understand what you’re talking about,” Fan said with a laugh. “I would test it often for all iterations, because I knew how to do a medical interview fairly often.”

A new era of education

Today, a chatbot can answer up to 10,000 questions. It gives students the opportunity to practice for medical interviews over and over again while getting instant feedback from the device, ranking students at their literature level and responding in a similar way.

“The user’s chatbot will respond with similar politeness,” McClemore said. “For example, if a user talking to a chatbot is rude, the chatbot will start responding in a rude format as well.”

Each stage of the project requires students to investigate different topics, such as machine learning and cognitive architecture. McLemore says the design thinking approach may be the most powerful lesson.

“I learned what it takes to tackle a big project by completing smaller, manageable goals,” McClemore said.

It appears that the chatbot is indeed a useful training tool, based on the results of the “Sydney test”. Phan’s medical interviewing skills are developed for the first year medical student.

“I’ve had a lot of good feedback that I’m very sympathetic, very understanding and very nice in interviews,” said Fan. “I would say a large part of that is due to this opportunity with AI.”

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