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Innovation in the Teaching and Challenges from Practice Have Been a Great Success at Metropolitan University College

The practice representatives, teachers and students, who have been involved in the innovation course in the cross-professional module, all agree: This spring semester’s innovation course in ‘Cross-professional cooperation on People with Cancer’ has great potential and must be expanded in the cross-professional module.

By Coordinator Simone Stengaard, Metropolitan University College

The positive feedback on the innovation course is evident, among other things, from the written module evaluations. The students have given the teaching and learning outcome a high score. At the same time, the expectations of both fellow students and teachers have been high, which has created a committed and innovative environment. Nanna Hasseriis Juhler, who is training to become a physiotherapist and has participated in the innovation course, is positive:

‘It is great to end up with a finished product and to learn more about innovation. Getting a concrete challenge instead of having to invent one was also really great’.

Innovation Consultant Werner Sperschneider at Metropolitan University College believes the positive evaluations are partly a result of the fact that innovation prepares the ground for empathy – making an extra effort, expecting more from others and opening up and being receptive to input.

‘The process can at times be very frustrating, and the teamwork may reach a deadlock. But the fascinating thing about working with innovation is that a spark may appear out of the blue – and then everyone makes a very constructive effort to reach a joint solution’.

Focus on Concrete Challenges Has Paid Off

Unlike the cross-professional courses with no special affiliation to innovation and Copenhagen Health Innovation, the innovation course initially received a challenge from each of the six places of practice. These challenges centred around actual challenges at the hospital and concerned, for example, cross-professional challenges of working with the health platform and how patients and relatives are best involved.

‘The students have become motivated to work with a concrete practice case. Their motivation has influenced the teachers, who have really pitched into the work, and that has created a unique atmosphere in the course’, says Werner Sperschneider.

Clinical Instructor Karen Buur from the Gastrointestinal Unit at Herlev/Gentofte Hospital, who has been responsible for one of the groups in the course, agrees: ‘Devising the challenge beforehand has made the course more interesting and truly meaningful’.

The success of the spring semester’s innovation course has helped prepare the ground for more innovation in the cross-professional courses and for more focus on planning challenges in practice. Copenhagen Health Innovation will also be involved in the cross-professional module in the fall semester 2017, but this time in two different subjects. Clinical Instructor Connie Kristensen from the Department of Urology at Herlev/Gentofte Hospital concludes:

‘We have gained valuable experience from the spring semester course, and I truly believe that our cooperation on the challenges must be further developed in the future. It is good to have so many different professions represented in the problem-solving process’.

More Information

If you would like to learn more about the innovation course in the cross-professional module, please visit the website of the Section for Cross-Professional Education

The activity is part of CHI-VEST project Health innovation in the teaching, and is financed by: