Student groups’ challenge

“The students had generated several plans to provide information to illiterate people in many innovative ways, such as VR environments and online technology. And this would then be arranged through the municipality. However, after a talk with the municipality, students discovered that their idea was a step too far for the municipality. […] And, in the end, students described in their report that a first step would be to simply write a manual for municipalities: how to set up something in a neighborhood to involve residents and help them with their health literacy. And students had described their vision as well, where this could grow to. In this way, students choose both for change, so that something happens, and students choose for an original idea” [T3 medical illiteracy].

Teaching activities

“And in this case, how do you guide the students? By simply asking them, ‘what does your stakeholder think of this idea, what will they think of it?’ If there is resistance that your idea is too big or too immersive, what does the stakeholder then need? If there is a need, students can respond to that need and simultaneously take a step towards your idea. So how do you help students with that? Especially by recommending students to keep it small. See your vision separate from your advice in the report. And think about it—this is the first step—and this is the ultimate step” [T3 medical low literacy].