Student group’s challenge

“The problem was that a lot can be found on the internet about migraines but aimed at adults not for children. Students wanted to develop something that can provide children with more information about migraines, how it works, and what it does, and the limitations that it may have and how to deal with these limitations. And then, students generate ideas, how did that go? By talking to stakeholders, customers, and patients. In this way, students came up with a book or a puzzle, which eventually became e-learning. How did that translation go from a book or puzzle to e-learning? I think mainly because the customer wanted an e-learning. He thought that it was a slightly more practical tool. So, students went along with what the customer wanted. […] So, the students had other ideas, like making a book or puzzle, or something else practical, and they (students) eventually went completely towards the e-learning, also in consultation with their client. Because that was then just a bit easier to work out for them” [T9 children with migraines].

Teaching activities

“I said, ‘it does not really matter, if your client wants e-learning, then you make e-learning’. […] I often help students finding a stakeholder. However, these students already had contact with a stakeholder, and that stakeholder provided more stakeholders. Generally, students have contact with the hospital here, but these students had contact with a nurse in another hospital. Normally, I sometimes see the stakeholders and I can briefly brainstorm with the stakeholder about how everything went or ask the stakeholder whether they want to be stakeholders. That was not necessary in this group, because the students did it all themselves. So, then I thought, it is running, and I help the students where I can” [T9 children with migraine].