Presented By: Falicia Harvey, University of South Carolina School of Medicine Columbia
Co-Authors: Colleen Croniger, Case Western Reserve University School of Medicine
Chris Gainey, University of South Carolina School of Medicine Columbia
Les Hall, University of South Carolina School of Medicine Columbia
Dan Kaminstein, Medical College of Georgia at Augusta University
Tao Le, ScholarRx
Steve Mirande, ScholarRx
Carol Nichols, Methodist University Cape Fear Valley Health School of Medicine

Purpose 
In Spring 2023, a curriculum gap arose unexpectedly at one of our institutions in the form of an immediate need for a pre-clerkship evidence-based medicine course. The need was for both a new curriculum and course director to lead the team delivering that curriculum. Colleagues both internal and external to the institution came together to assist. This case study illustrates a collaborative approach to medical education that can be translated to other scenarios and institutions. 

Methods 
Medical education leaders from the institution, including the Dean, identified the issue and began a multipronged approach, using principles of design thinking and innovation, to identify a solution. We focused on resources available both within and external to the institution. These included financial and human resources, commercial products, educational theory expertise, innovative thinking, and external professional relationships. 

Results 
Connected professional relationships led to sharing of curricular resources from other institutions and the procurement of a professional commercial product. Acquiring these resources along with support from institutional leadership led to the recruitment of a new course leader who proposed novel resource adaptation and educational approaches and who successfully recruited additional faculty to the team. New content delivery methods and assessments utilizing new and shared resources have been implemented, based on the new director's expertise and experience. Qualitative and quantitative outcome measures will be reviewed. 

Conclusion
One of the hallmarks of design thinking focuses on decision-making based on evidence rather than history. As we seek to educate the next generation of physicians, more collaborative and less institution-centric approach to medical training is needed. An unanticipated curriculum gap allowed for collaboration, creativity, sharing of resources, and non-linear problem-solving across multiple institutions and commercial entities. Scaling principles of this theory can lead to new collaborations, innovations, and ideas to benefit learners across multiple institutions.