Introduction:

Innovative, student-centered methodologies help knowledge construction, allowing students to participate in developing proposed solutions for real problems. Design thinking (DT) is a process that searches for complex problems solutions in an empathetic, collaborative, and creative way. In our report, DT was applied to medical education, as a strategy for the academic community to participate directly qualifying the training.

Method:

We used the DT process in an experience report to restructure the assessment system used in a discipline of a medical course.

Results:

A shared and collaborative form of prototyping allowed for the identification of solutions that resulted in optimized quality of the assessment process of the discipline, with the adoption of new methods.

Conclusions:

DT applied to the field of medical education allows one to reflect on and operationalize an innovative process in the restructuring of the evaluation of the programmatic content of a discipline in the undergraduate medical course.

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