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Designing for Health: Metabolic Syndrome 2

During the minor, students will work according to Design Thinking principles. In weeks 1-3 they will start an orientation phase by studying the general aspects of the problem MetS: What is the problem, for whom is it a problem, why is it a problem and how big is the problem?

Student groups are formed with  approximately 6 students per group.

To complete the assignment students will work through the phases of Design Thinking.

 

Students will work on each phase for 3 weeks, before continuing to the next phase.

Phases of Design Thinking:

·       Orientation

·       Empathize: gain insights and needs of the target groups/users

·       Define: define the specific problem

·       Ideate: create solutions from different perspectives

·       Prototype: design a solution for the problem, this has to be made visible even if it is an intervention or app.

·       Testing and Implementation: test, improve and retest the prototype within the team and with future users

 

Leerdoelen

After following this course students have the ability to:

 

Orientation Phase:

  • demonstrate knowledge and understanding of metabolic syndrome and its consequences on quality of life and society;
  • demonstrate knowledge and understanding of the pathophysiology and the treatment of metabolic syndrome;
  • critically analyse national and international guidelines relating to prevention and management of metabolic syndrome;
  • critically appraise the evidence to support strategies available to promote behavioural change;

 

Empathize Phase:

  • do fieldwork, for instance: prepare and conduct open and semi-structured interviews with the target group and stakeholders about personal values and perspectives on health;
  • to select the best available evidence (from scientific literature) and use relevant information to gain insights and understand the needs of the specific target group;

Define Phase:

  • demonstrate how choices are made for the design of a practice based study and explain the choice for the most suitable (research) instruments;
  • to show understanding of the problem and formulate a clear problem statement;

Ideate Phase:

  • gather diverse solutions by using different brainstorming techniques to facilitate concept creation;
  • phrase several different perspectives with regard to a formulated solution and communicate possible dilemma’s which go along with the chosen solution’

Prototype Phase:

  • analyse and use data gained from the define and ideate phase to design a prototype;
  • use physical and paper prototypes and storyboards to make their design vision tangible and visual;
  • explain why the prototype has to be tested by the end-user;

Testing and Implementation Phase:

  • test a prototype on the target group, evaluate the intervention and draw conclusions
  • use insights gathered by testing the prototype by the target group and develop an implementation plan
  • demonstrate understanding of the needs of the end user in relation to implementation of the product/service in the organisation of the client/stakeholder.

Aanvullende informatie

The minor is developed around the design thinking cycle and therefore it is advised to follow the entire minor of 30 ECTS.

Students can choose to participate in only the first part. They can follow the entire minor of 30 ECTS. It is only possible to start in the second part of the minor if you followed the first part.  (15 ECTS).

Ingangseisen

Studying in the second year or higher

It is only possible to start in the second part of the minor if you followed the first part.  (15 ECTS).

Toetsing

In each phase of the Design Thinking method student teams (approximately 6 students) will deliver a professional product

The first 3 weeks will be tested individually:

  • position paper (5 ECTS); result of the orientation phase (tested individually)
  • empathy map (5 ECTS); result of empathize phase
  • problem statement (5 ECTS): result of the define phase
  • design alternatives (5 ECTS): result of the ideate phase
  • prototype (5 ECTS); result of the prototype phase
  • evaluation and definite design (5 ECTS); result of test/implementation phase

Each product consists of three different parts:

  • product
  • evidence
  • reflection

Each product will be assessed with a rubric.

Student will hand in their products at the end of each phase. Resits will be handed in in week 10 or 20 of the minor.

 

The minor consists of two parts of 15 ECTS. The first part of the minor ‘Metabolic Syndrome 1’ consist of the orientation, empathize and definition phases. The second part of the minor ‘Metabolic Syndrome 2’ consists of the Ideate, Prototype and Test/Implementation phases.

The minor is developed around the design thinking cycle and therefore it is advised to follow the entire minor of 30 ECTS.

Students can choose to participate in only the first part. They can follow the entire minor of 30 ECTS. It is only possible to start in the second part of the minor if you followed the first part.  (15 ECTS).

The final mark is given only when the assessments are all at least 5,5 and is calculated as a weighted average of the assessments, where the weight corresponds to the study load.

Literatuur

Articles will partly be provided by the lectors. Students are motivated to search for evidence based information themselves or collect information by talking to expert or interviewing target groups.

Rooster

In general every phase of the minor will contain the following teaching methods:

  • Students will prepare themselves for every lesson by making preparation assignments. Besides reading or watching literature/information, every assignment consists an active learning component: f.e. student will make a mindmap, instructional video or do an interview.
  • Thematic lessons. In these lessons relevant expertises will be integrated in specific themes (f.e. the prevention or treatment of MS). The assignments during the lessons always have an active component (learning by doing). Preparation assignments are discussed.
  • Guest lectures: real-life or using Skype.
  • Visiting the client. Aim: to discuss the assignment.
  • Project groups: the project groups will work during guided (supervised by a tutor) and unguided project groups on the different phases of Design Thinking and the different products.
  • Workshops: for example a workshop Business Canvas Model.