Engineering empathy: using person centred simulation to foster inclusivity in engineering design

Utilising simulation models is customary in engineering education and practice. However, with computational simulation there is a level of detachment from the most important stakeholder – the end user. While empathy is one of the first stages of the design thinking process, it can be difficult to give students the opportunity to observe and consult with potential end users, particularly when it comes to product development for biomedical applications, where individual needs and abilities are personal and vary significantly. In medicine, person-centred rather than computational simulation has been utilised for several decades. It has been documented that simulated experiences of ill-health has helped health professionals demonstrate a greater empathy towards their patients (Karvelytė et al., 2021). Through person-centred medical simulation activities, the aim was to nurture engineering students to develop empathy in design to enhance their ability to design devices for all individuals.

A person-centred, ageing simulation workshop was designed for mechanical engineering and product design engineering students. Working in groups, each group was given a different scenario. Using GERT ageing suits and other devices, students carried out several tasks based on their given scenario, after which they identified challenges that the individuals faced. Following a structured and evidence based debrief, each group had to isolate a specific challenge and come up with design concepts to solve that problem.

This workshop brought a different dimension to both the module and the student’s way of thinking. It challenged the students in their abilities as engineers while emphasising the importance of empathy in design.