부산대학교 도서관

This study investigated how the effect of the rapid growth of the older adult population in Taiwan on the Taiwanese health-care system could be mitigated by integrating comprehensive geriatric assessment into interdisciplinary digital courses through design thinking. Using an action research approach, we conducted design thinking workshops to identify the challenges to teaching for stakeholders, to inventory resources that could be used for comprehensive assessment courses, and to plan courses at levels ranging from novice to expert. Additionally, we validated the connection between clinical practice and comprehensive geriatric assessment by using an expert consensus approach and by considering the underlying theories of care. We considered the results of this validation when finalizing the course content. The results indicate that the design thinking workshop deepened the participants' understanding and awareness of learning-related issues. The workshop tasks quantified the results that the outcomes of the 5Ms framework including mind, mobility, medications, multi-complexity, and matters most in geriatric care while aligning with the items of the comprehensive geriatric assessment scale and the number of curriculum units. However, the curriculum planning results revealed an inverse relationship between the core content items presented in the workshop and the allocation of curriculum units for teaching comprehensive geriatric assessment. The curriculum planning methods and results of the design thinking workshops of this study can serve as reference for interdisciplinary teams developing educational courses, and the results can assist future studies in optimizing geriatric care education.