Student group’s challenge

“Students worked on informing people about euthanasia. The students eventually made a poster. […]. The students were all men. That is always bad for the group dynamics, because the students were hesitant, and they (students) did not really have much interest in the problem. So that makes a difference, there is a kind of gender difference. I mentioned that in every group there are always those leaders who quickly take the lead, but those are always women. This group consisted of four men. […] The students had a general practitioner as a client who also directed the students quite well. So that was also quite useful, content-wise. The students eventually made a poster for the waiting room, something like that. But yeah, now I think, those posters probably exist countless. So, it is not that original either” [T7 end-of-life education].

Teaching activities

“I was not very creative myself at that time, or that I—as a teacher—could push students in a certain direction. That skill only came the next year or in the following years. That you think, oh yes, this is roughly the standard or measure of how we as an innovation project can agree on. For me, that was probably the most difficult year, that you do not know what is expected of us as teachers. […] But it was also the first year of the innovation project, so the teachers did not know stories from previous years. As a teacher, you do not know it all that well yet, so that is difficult” [T7 end-of-life education].