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Design for Health: Pediatrics 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 nutrition for children with or without health problems. Issues related to nutrition and communication by different stakeholders will be examined. What is the problem, for whom is it a problem, why is it a problem and how big is the problem?

At the end of these three weeks the student will chose a target group, given by stakeholder in the work field. They become part of a team of 6-8 students.

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:

  • 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.
  • Test: 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 the impact of nutrition its consequences on quality of life for children;
  • demonstrate knowledge and understanding performing assessment of nutritional status, growth and nutritional requirements of children in different age ranges
  • demonstrate knowledge and understanding of different ways supporting children learning to eat;
  • demonstrate knowledge and understanding of aetiology of common nutrition related diseases which origin in childhood;
  • demonstrate knowledge and understanding of pediatric formulas in the clinical setting
  • critically analyse national and international guidelines relating to prevention and management of health and disease of children;
  • critically appraise the evidence to support strategies available to promote behavioural change;

 

Empathize Phase:

  • to select the best available evidence (from scientific literature and uses the relevant information to gain insights and need of the specific target group;
  • prepare and conduct open and semi-structured interviews with the target group and stakeholders about personal values and perspectives on health;

Define Phase:

  • demonstrate how choices are made for the design of a practice based study and demonstrate the choice for the most suitable (research) instruments;
  • to communicate their understanding of the problem;

Ideate Phase:

  • phrase several different perspectives with regard to a formulated solution and can communicate possible dilemma’s which go along with the chosen solution’
  • use brainstorming as an ideation technique to facilitate concept creation;

Prototype Phase:

  • students can analyse and use data gained from the ideate phase to design a prototype;
  • students can use physical and paper prototypes and storyboard to make their design vision tangible and visual;
  • explain why the prototype has to be tested by the end-user;
  • use insights gathered by testing the prototype by the target group;

Implementation Phase:

are able to 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 consists of two parts of 15 ECTS. The first part of the minor ‘pediatrics1’ consist of the orientation, empathize and definition phases. The second part of the minor ‘Pediatrics 2’ consists of the Ideate, prototype and Test phases.

The minor is developed around the whole design thinking cycle and therefore it is advised to follow the entire minor of 30 ECTS. However, there is a possibility to participate in only the first or second part of the minor (15 ECTS). It is only possible to start in the second part after finishing the first part

Ingangseisen

Studying in the 3rd or 4th year,  the second part of the minor is only open for students who followed the first part.

Toetsing

The first 3 weeks will be tested individually:

  • position paper (5 ECTS); result of the introduction phase

 

In each phase of the Design Thinking method student teams (6-8 students) will deliver a professional product:

  • empathy map (5 ECTS); result of empathize phase
  • problem statement (5 ECTS): result of the define phase
  • design alternatives (5 ECTS): result of the design phase
  • prototype (5 ECTS); result of the prototype phase
  • evaluation and definite design (5 ECTS); result of test phase

Each product consists of three different parts:

  • product
  • evidence
  • reflection

Each product will be assessed with a rubric.

Students will hand in their products at the end of each phase. Results 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 ‘pediatrics1’ consist of the orientation, empathize and definition phases. The second part of the minor ‘Pediatrics 2’ consists of the Ideate, prototype and Test phases.

The minor is developed around the whole design thinking cycle and therefore it is advised to follow the entire minor of 30 ECTS. However, there is a possibility to participate in only the first or second part of the minor (15 ECTS). It is only possible to start in the second part after finishing the first part

 

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 experts 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 of an active learning component, students will make an empathy map, a problem statement, a prototype of the solution
  • Thematic lessons. In these lessons relevant expertise will be integrated in specific themes (for example the prevention or treatment of food allergy). The assignments during the lessons always have an active component (learning by doing). Preparation assignments are discussed.
  • Guest lectures
  • interviewing the client / target group. 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.