From anti-stigma to inclusive service: development and evaluation of a design thinking course for health professions students in Taiwan.

Abstract

While traditional anti-stigma programs aim to raise awareness, they may trigger psychological defense mechanisms like guilt or denial. Therefore, this study introduced an alternative approach through an inclusive service design course. This study aimed to describe the course design and examine its preliminary effects on students' attitudes toward people with illness or disability and their development of an inclusive service design mindset. This study employed a quasi-experimental single-group pre-posttest design. An 18-week, 2-credit course based on the Double Diamond design thinking process was developed and implemented with healthcare students at a university in Taiwan from 2021 to 2023. Thirty-six students completed pre- and post-course Social Distance Scales (SDS) and a post-course Measure of Inclusive Service Design Mindset. Students demonstrated a significant decrease in SDS scores toward mental illness (paired <i>t</i> = 2.91, <i>p</i> = .005), reflecting a positive shift in attitudes. They also reported high levels of agreement (<i>M</i> > 5 on a 6-point Likert scale) that the course enhanced their knowledge, skills, and attitudes regarding inclusive service design. Inclusive service design education may foster empathy, reduce stigma toward mental illness, and equip future health professionals with practical skills and competencies in inclusive, human-centered problem-solving.