A design thinking approach to disentangle the wicked problem of re-curriculation during a pandemic

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dc.contributor.author Lubbe, Johanna Catharina (Irene)
dc.contributor.author Adam, Sumaiya
dc.contributor.author Cordier, Werner
dc.date.accessioned 2024-11-04T10:07:49Z
dc.date.available 2024-11-04T10:07:49Z
dc.date.issued 2023-10
dc.description.abstract Covid-19 continues to cause major disruptions and unique challenges in the higher education sector. Some of the most profound disruptions are in health sciences where students depend on current, up-to-date information, interdisciplinary collaboration, and work-integrated learning to acquire the needed skill set to become proficient clinical practitioners. Combining the Covid-19 pandemic with emergency remote teaching and an outdated 25-yearold non-responsive, fragmented curriculum created the perfect storm for a wicked problem. (A problem that is almost impossible to solve due to incomplete, contradictory, and changing requirements that are often difficult to recognise.) In this article, the authors share their journey-in-process of design thinking disentanglement to solve this current and wicked problem. Shortly before the start of the pandemic, the specific medical school under study embarked on a re-curriculation process-a process that was rudely and abruptly distorted and tangled by the pandemic. However, despite the initial setback, they continue with this mammoth task, basing their activities on “design thinking” principles. They purposively approach this task from within a human-centred, value-based, solution-focused, action-orientated and systematic reasoning process. The five intertwined, non-linear design thinking phases of empathise (stake-holder analysis and data collection), define (data analysis and problem statement), ideate (possible solutions), prototype (integrated draft curriculum) and test (stake-holder feedback and input) were adopted as a method to facilitate and expedite the re-curriculation process. The process discussed in this manuscript has value beyond the health sciences. The approach to storyboarding, creating, and unpacking a new curriculum is applicable to all disciplines in multiple educational settings. en_US
dc.description.department Obstetrics and Gynaecology en_US
dc.description.librarian hj2024 en_US
dc.description.sdg SDG-04:Quality Education en_US
dc.description.uri https://unisapressjournals.co.za/index.php/Progressio en_US
dc.identifier.citation Lubbe, Johanna Catharina (Irene), Sumaiya Adam, and Werner Cordier. 2023. “A Design Thinking Approach to Disentangle the Wicked Problem of Re-Curriculation During a Pandemic”. Progressio 44 (October): 22 pages. https://doi.org/10.25159/2663-5895/11062. en_US
dc.identifier.issn 2663-5895 (online)
dc.identifier.issn 0256-8853 (print)
dc.identifier.other 10.25159/2663-5895/11062
dc.identifier.uri http://hdl.handle.net/2263/98897
dc.language.iso en en_US
dc.publisher Unisa Press en_US
dc.rights © The Author(s) 2023. Published by Unisa Press. This is an Open Access article distributed under the terms of the Creative Commons Attribution-ShareAlike 4.0 International License (https://creativecommons.org/licenses/by-sa/4.0/). en_US
dc.subject COVID-19 pandemic en_US
dc.subject Coronavirus disease 2019 (COVID-19) en_US
dc.subject Higher education en_US
dc.subject Curriculation en_US
dc.subject Design thinking en_US
dc.subject Solution-focused en_US
dc.subject Value-based curriculum en_US
dc.subject Wicked problem en_US
dc.subject SDG-04: Quality education en_US
dc.title A design thinking approach to disentangle the wicked problem of re-curriculation during a pandemic en_US
dc.type Article en_US


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