Health, Ageing and Society (MSc)

“Keep that open mindset”

What lessons do you teach?

“I am the coordinator of the half-minor Health, Ageing and Society for third- and fourth-year medical students, as well as third-year biomedical sciences students. In addition, I am the line coordinator for the education line Research and Evidence within the master's programme Health, Ageing and Society. This role involves teaching how to conduct, comprehend, and interpret scientific research accurately. At the beginning of the academic year, I provide two weeks of theoretical instruction, after which I return throughout the year. Each block features its own assignment, of which Research and Evidence is a component.”

What do you find most challenging about teaching?

“With the master's programme, we have a diverse cohort of students with varying academic backgrounds. While many have a background in medicine or healthcare, others come from anthropological disciplines. We even have students from nursing and physiotherapy. In principle, we offer them all the same education. However, ensuring that these students are on the same page can be quite complex. For instance, in the very first practicum we conduct, which is an SPSS practicum. SPSS is a software programme for analysing quantitative data. Some students have prior experience and question their presence, while others are starting from scratch. Many individuals believe they possess knowledge simply because they have encountered it previously. By posing a few provocative questions, they come to realise that their understanding may not be as robust as they presumed. Furthermore, repetition is not necessarily detrimental; it can lead to significant learning. Students can delve into aspects they may not have fully grasped the first time. They must come to this realisation.”

Is it also an advantage that students have different academic backgrounds?

“Indeed, it is a substantial advantage. It poses a challenge in presenting the same material to diverse groups, yet it also allows students to draw upon each other's talents effectively. We have three blocks: one focuses on biology, another on the medical care aspect, and the final block centres on administrative matters. Typically, students with a medical background excel in the first block, whereas they may be less knowledgeable about the final block. Conversely, those with a policy background tend to perform better in that area. This dynamic facilitates mutual support among students.”

Has any student particularly resonated with you in recent years?

“For many of the half-minor students, this minor is not their first choice. Elderly individuals are often perceived by younger generations as merely idle. This outdated stereotype is, of course, not representative of the majority. The elderly are very much active participants in life.”

“There was also a student from Brazil who initially preferred a different half minor but ultimately joined our programme. He contemplated dropping out, yet the tickets were already booked, so he attended nonetheless. At some point, he experienced a change of heart. He found his essay topic so enjoyable that he became thoroughly enthusiastic about it. Subsequently, I received an email requesting if I would serve as his referee for another programme in the ageing field, which he pursued. We truly managed to change his worldview, which is a remarkable achievement.”

How do you ensure the translation of theory into practice?

“We focus on conducting applied research that brings knowledge into practical application. For instance, during the biology block, students must compose a grant application for a new area of inquiry in biology. They must consider how they will investigate this, where they will seek funding, and how to present the information. During the Research and Evidence weeks, students engage in research on a theme developed in collaboration with elderly individuals from the South Holland North Senior Council. The results are subsequently shared with them. Additionally, students are tasked with developing a new innovation for the elderly, conducting research on it, and presenting their findings. They collaborate with seniors in co-creation sessions for this purpose. In this manner, students not only discuss the target group but, alongside seniors, arrive at viable solutions.”

How do you assist a student who finds something difficult?

“We hold numerous question hours; each block features two or three sessions. Students can come to me during these times to seek assistance. These moments are truly valuable, as they provide an opportunity for one-on-one interaction where students feel comfortable asking anything and revealing their vulnerabilities regarding what they find challenging. We can then explore their questions in greater depth, and it is gratifying to observe their progress.”

What message would you like to convey to students?

“Maintain an open mindset and do not assume that you already possess complete knowledge. Instead, strive to discover something new and profound. Embrace the challenge of continuously seeking to understand concepts thoroughly and seeking depth in your learning.”

Finally, why are you a teacher?

“Because I derive immense satisfaction from witnessing the growth of my students. Particularly in one-on-one interactions, when I impart knowledge and observe the moment of realisation—the light bulb moment—occurring. I find that incredibly rewarding. I can truly help them advance in their academic and personal journeys.”

These are individuals from the profession who dedicate themselves daily to shaping the future of our healthcare professionals. Naturally, there are challenges, but primarily, there is a great deal of joy.