ABSTRACT
The emergency department (ED) serves a pivotal role in the healthcare system, but it is often a source of anxiety and confusion for patients at a time already shrouded by fear of illness and uncertainty. Common patient needs include receiving information about different stages of their care, assurance that they are safe, and knowledge of a plan for proper follow-up care prior to discharge. Due to well-known restraints on the clinician's time, meeting this level of patient satisfaction has often fallen short. Design thinking is a well-known methodology used to generate solutions to a wide variety of problems with an approach that is inherently iterative in nature. The key feature of the process is a strong focus on practicing empathy as an approach to human-centered design. Utilizing this method, we created a role, filled by preclinical medical students, who are placed in the ED during peak hours to focus on making the patients more comfortable and tend to their more "non-clinical" needs. We posit that this new role will do the following: 1) make patients feel more satisfied with their care in the ED, 2) allow students to gain a robust appreciation for the flow of the ED and the hospital in general, and 3) teach students to actively solve patient's frustrations.
