| Learning objectives |
To achieve the grade 12, students should meet the
following learning objectives with no or only minor mistakes or
errors:
- 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)
|
| Course prerequisites |
If the number of students outnumbers the number
of places for external collaborations in the second semester
innovation project then students will be given the possibility to
write a theoretical or case-oriented project.
Learning obtained in first semester courses bears directly on the
skills the student can offer as part of a second semester
innovation project carried out in collocation with an external
partner. If a student has not passed the three first semester
courses before the start of the second semester innovation project
the study programme reserves the right to cancel the collaboration.
The student will instead write a write a theoretical or
case-oriented project. |
| Examination |
|
The Health
Care Innovation Project:
|
| Exam
ECTS |
15 |
| Examination form |
Oral exam based on written product
In order to participate in the oral exam, the written product
must be handed in before the oral exam; by the set deadline. The
grade is based on an overall assessment of the written product and
the individual oral performance. |
| Individual or group exam |
Individual oral exam based on written group
product |
| Number of people in the group |
4-5 |
| Size of written product |
Max. 50 pages |
| Assignment type |
Project |
| Duration |
Written product to be submitted on specified date and
time.
20 min. per student, including examiners' discussion of grade,
and informing plus explaining the grade |
| Preparation time |
No preparation |
| Grading scale |
7-step scale |
| Examiner(s) |
Internal examiner and external examiner |
| Exam period |
Summer |
| Make-up exam/re-exam |
Same examination form as the ordinary exam
If a student is ill during the
regular oral exam, he/she will be able to re-use the project at the
make-up exam. If a student is ill during the writing of the project
and did not contribute to the project, the make-up exam can be
written individually or in groups (provided that other students are
taking the make-up/re-exam). If the student did not pass the
regular exam or did not show up at the oral exam, he/she must make
a new revised project (confer advice from the examiner) and hand it
in on a new deadline specified by the
secretariat.
|
|
| Course content and structure |
|
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.
|
| Teaching methods |
| Teaching includes lectures, supervised project
supervision, presentation by and interactions with practitioners,
and - when feasible - on-site learning in stakeholder
organisations. |
| Feedback during the teaching period |
| Feedback will be given at the oral
exam. |
| Student workload |
| classes |
50 hours |
| Preparation of lectures |
125 hours |
| report/supervision |
150 hours |
| on site stakeholder visits and presentation of results |
50 hours |
| exam preparation and exam |
75 hours |
|
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