Student group’s challenge

“In the first meeting, the students came up with sort of a solution for their healthcare problem. I noticed that the students thought more from a solution perspective than from a problem perspective. The students thought that their solution did not exist, so it should be created. Students often come up with an app as solution. The most thought-of innovation is an app, and that was the case with this group as well. They came up with the idea of a website with Wikipedia information, like a Wiki-like website with information. According to students, there was a lack of information. But which problem is that website solving? Is there a problem? The students wanted to set up an information website for children with tracheostomies. However, that group is very small, and it is very rare. So, the students talked with medical specialist, and the specialists told the group that it was a very small group of patients, and that they already provide very good information to the patients. So, the specialists thought that the students would make a lot of effort for little return. Then, the students dived much deeper into what actually the problem is of tracheostomas, and why, for example, tracheostomas leak and get infected, and patients need to stick it with plasters. Then, the plasters irritate or do not work well. The students talked to a medical expert, and the expert confirmed that there are many problems with tracheostomas for patients. Then, the students concluded that the biggest problem is that a tracheostoma does not stay in place well and irritates. They decided to come up a solution to keep a tracheostoma better in place” [T4 tracheostoma].

Teaching activities

“Then, I will initiate the conversation with students to ask them what the problem is that they (students) are trying to solve. That is also how I look at it, how it should be. Students must first analyze very well what the problem is, and only then look for solutions to that problem. But also, students should have a certain level of support for their solution among their stakeholders. […]. I think my role was especially present in the conversations with students. To let students much more think about what the real problem is. And to ask students questions, like ‘what do you already know about it?’ […] This group with the tracheostoma, they had been switching back and forth between different problems. On the one hand, patients experience speaking problems with a tracheostoma. On the other hand, there was a problem with the plasters to keep a tracheostoma better in place, but also the leaking and infections of tracheostomas. So, there were multiple problems, and therefore also multiple solutions. And the students then had to choose. I mostly directed the students to tackle the problem that is most urgent or largest. So more to make a choice based on the problem. […] With the idea that with that solution you can have more impact” [T4 tracheostoma].