Student group’s challenge

“The students wanted to work on informing family members about genetic disorders. […] For this, the students developed a sort of tool, like a triage tool. The students did this after having all sorts of conversations with stakeholders, and they (students) really enjoyed that. However, the triage tool was quite conservative. […] Despite the fact that we also gave workshops on creative thinking in which it has been stated that no idea is too crazy and that is important to generate as many crazy ideas as possible and try to build on that in the concept phase. Just for inspiration for yourself. But you noticed that these women were less open to that and that they thought something like ‘yeah, but we already have a direction, and it is good enough. And why would we do more now?’” [T5 genetic disorders].

Teaching activities

“I brought these students in contact with one of our colleagues, a clinical geneticist from the genetics department. That clinical geneticist became the client of that group and told the students what they (genetics department) were running into. […] At a certain point in the concept phase, I said—the students were satisfied with what their idea of the triage tool—something like ‘this is actually quite easy, this was actually a little bit known already and have you (students) explored other solution directions? Or can it not be better or more innovative?’ I said that, because their idea of the triage tool was an improvement, but the students had made it too easy for themselves. […] In the end, I really pushed the students and brought in some ideas myself” [T5 genetic disorders].