Student group’s challenge

“The students wanted to work on informing family members about genetic disorders. […] And they (students) developed a sort of tool for this, a triage tool. […] However, there was one man in the group who always had great ideas, but he was actually ignored by the women every time he spoke up” [T5 genetic disorders].

Teaching activities

“At some point, I did say something about it, like ‘you know, every time he comes up with something that is maybe strange or weird, you should actually try to build on it instead of cutting him off or saying that it cannot be done, because he really had some pretty funny idea directions’. […] So, at some point, I actually mention it specifically. I said that I did not think it was fair that every time he came up with a crazy idea, the students would make fun of it or ignore it. Because the ideas he came up with were sometimes not entirely usable, but at least he was thinking further than what was already there. He had the courage, he took risks. […] In the end, I also included this remark in my evaluation towards the students. I also told him (the man)—in the end—that he should have more confidence in himself and that what he was doing was good, because I noticed that he became insecure about it and at some point, gave up, which is actually a shame if that happens in groups” [T5 genetic disorders].