• Obtain skills in assessing and integrating, with reference to a specific innovation project, the relevance and applicability of tools, concepts and theories acquired in all other first year courses
• Skills in absorbing medical understanding and practices relating to specific health care challenges and in activating that understanding when conceiving, developing and implementing innovations addressing those challenges
• Demonstrate competence in analysing opportunities and restraints in a specific area of health care innovation, including issues of markets and appropriability.
• Ability to develop (parts of) a specific health care innovation and carry out data collection and analysis to inform that development
• Competence in anticipating and planning for the reception and diffusion of the innovation in markets, in internal organisational implementation and among patient groups and organisations
• Formulate and present the business case of a health care innovation in effective and informative communication to its potential stakeholders (e.g. companies, investors, entrepreneurs, health care organisations)

Each year the course addresses a specific area requiring health care innovations, e.g. a  life style related disease, aging issues, specific types of handicaps etc. The course starts out with medical and health care professionals teaching relevant medical aspects of this particular area, the ways it is addressed in current therapies, practices and reregulation of the health care system. Students also acquire an overview of literatures, institutions, organisations, companies and patient groups in the area. These stakeholders will also give presentations in class. Organised into groups, students identify project ideas based on interaction with practitioners, when possible combined with on site visits to and collaboration with them. The introductory part of the course includes also crash courses in marketanalysis and -strategizing and in IPR/appropriability.

Early in the course each student group selects an innovation. Over the semester the group develops that innovation as the core of the semester project. They underpin design solutions with analyses and conclusions. Projects need not cover all stages or aspects of the project, and may instead focus on a justifiable selection thereof. Project groups present their results to practitioners and are given feedback on their solutions. Alongside their group work students attend classes presenting tools and solutions that add to or integrate their learning from other first year courses.