Jules ShermanHealthcare product design & research since 2012

Work

Meaningful innovation begins with understanding the people we serve, then creating solutions with them, not simply for them.

Black and white photograph of Jules Sherman teaching, one arm extended toward a projected slide headed Milestones, mid-sentence.

How I teach

Ethnographic, simulation-based, and hands-on learning experiences.

Two students wearing safety goggles at a workbench in the shop, prototyping feeding devices from bottle nipples, tubing, and a nursing model.

Designing For Pediatric Feeding Challenges

Winter/Spring 2019

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A class seated around a screen showing a child on a video call, with a tablet on a stand recording the discussion.

Design For Child Health Equity: Redesigning Healthcare Delivery

Spring 2018

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Two clinicians demonstrate infant intubation on a newborn manikin while students gather around the table taking notes.

Designing Medical Devices Through Observation and Hands-On Training

January and April 2017 Pop-Up Short Form Classes

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Students observe a birth simulation in a simulated delivery room, where a gowned clinical team surrounds a draped mannequin patient beneath surgical lights and IV bags.

Designing For Safety In Labor & Delivery

Winter 2016

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Additional d.school classes

  • Designing Healthcare For Social Justice: Telehealth Design & AccessFall 2020

    Co-taught with Dr. Lee Sanders, Chief of General Pediatrics, Stanford

    Telehealthcare has found itself at a point of remarkable growth and change due to the COVID-19 pandemic. Our class asked students to consider what aspects of telehealth are most efficacious and then challenged them to design solutions to ensure equitable delivery of care among marginalized groups impacted by systemic racism. Students identified healthcare disparities with stakeholders from underserved communities and prototyped innovative technology-based service designs to address the digital divide.

  • The Empathy ProjectSummer 2016

    Co-taught with Dr. Henry C. Lee, Seamus Harte, and Hamsika Chandrasekar

    This class was for Stanford medical students to experience the challenges patients with chronic disease face day-to-day through direct observation, and then communicate their insights through storytelling techniques.

    Outcome. Published as Chandrasekar, Harte, Sherman, Park and Lee, “Gaining Perspectives on Patient and Family Disease Experiences by Storytelling,” Academic Pediatrics 18(4), 2018. Eleven medical students made short films with five patient families. In focus groups afterwards, students described a shift in how they understood patients’ lives outside the clinic. The authors note the sample was small and that they could not separate the effect of filmmaking from the effect of time spent in families’ homes. Funded by a Stanford School of Medicine Teaching and Mentoring Academy innovation grant.

  • Redesigning The Hospital Birth ExperienceFall 2013

    Co-taught with Dr. William Rhine, Head of Neonatology at Lucile Packard Children’s Hospital

    The hospital L&D experience became a backdrop for learning design thinking methodology. Our approach was to give students the opportunity to develop empathy for mothers, partners, babies, and clinicians in labor and delivery through observing simulations, synthesizing research, and developing novel products and protocols to improve care.