GLOBAL HEALTH PRACTICE - COURSE PROGRAM

Topic of the week Session 1 (Mondays 11.00-12.45) Session 2 (Wednesdays 09.00-10.45)

Wk 1.29/08 Kick-off & introduction 1a. Course kick-off 1b. Course set up & Challenge-Based Learning
Judith van de Kamp & Joyce Browne Judith van de Kamp PE1: Global Health & You
Wk 2.05/09 Interdisciplinarity and Skills in 2a. Interdisciplinarity in global health 2b. Skills in Collaboration Part I
Collaboration Judith van de Kamp & Gina Melis Ellen Ruifrok
Wk 3.12/09 Big Idea & Skills 3a. Equity and justice in global health projects 3b. Skills in Collaboration Part II
ENGAGE Judith van de Kamp PE2: Equity on a personal level Ellen Ruifrok PE3: Skills in Collaboration
Wk 4.19/09 Methodology & PCP 4a. Methodology: Interviews Peer Collab Project - Week 1: Introduction & getting to know your group members
Gina Melis - One plenary session a week for each student group | Student Group A: Tuesday 13.00-15.00 | Student Group B: Friday 09.00-11.00
- Group work with students from the Asian University of Bangladesh
Wk 5.26/09 Methodology & PCP 5a. Methodology: Focus Peer Collab Project - Week 2: Preparing presentations
Group Discussions Gina Melis - One plenary session a week for each student group | Student Group A: Tuesday 13.00-15.00 | Student Group B: Friday 09.00-11.00
& Judith van de Kamp - Group work with students from the Asian University of Bangladesh
Wk 6.03/10 Methodology & PCP 6a. Methodology: Peer Collab Project - Week 3: Student Health Symposium
Terminology in GH research - One plenary session a week for each student group | Student Group A: Tuesday 13.00-15.00 | Student Group B: Friday 09.00-11.00
and practice - Group work with students from the Asian University of Bangladesh
Martin Heine
Wk 7.10/10 Project Introduction & essential 7a. Project introduction & Essential questioning 7b. Project introduction & meeting the stakeholders
questioning With Judith van de Kamp With stakeholders in three separate sessions: Daniel Boateng (SCUBY),
Hannah Brown Amoakoh (SPOT Impact) & Martin Heine (iHEART-SA)
Wk 8. 17/10 Challenge Week 8a. Students presenting ‘The Challenge’ (SLCs) 8b. Group work session to work on ‘The Challenge’
Plenary, with stakeholders from all projects With Judith van de Kamp
Friday (Oct 21): Submission paper outline
MIDTERM BREAK 24/10

Wk 9.31/10 Start of the investigation 9a. Intercultural collaboration & Challenge recap 9b. Kick-off investigation into the projects
PE4: The Culture Map Judith van de Kamp, Guided group work session
Team deliverable 1 - (Thursday Nov 3): Investigation Plan
Wk 10.07/11 Investigation week 2 10a. Investigation week 2 (Self-study in groups in Newton) 10b. Investigation week 2 (Self-study in groups in Newton)
INVESTIGATE Investigation and Student-Stakeholder Meeting Team Deliverable 2 - (Thurs Nov 10): Progress Report Investigation week 2
Wed Nov 9 Submission Concept Paper
Wk 11.14/11 Investigation week 3 11a. Investigation week 3 (Self-study in groups in Newton) 11b. Investigation week 3 (Self-study in groups in Newton)
Student-Stakeholder Meeting & moving towards Act Team Deliverable 3 - (Thurs Nov 17): Progress Report Investigation week 3
Submission Peer-Feedback on Concept Paper
Wk 12.21/11 Finalizing the investigation 12a. Investigation week 4 - Gathering all findings 12b. Group work (Self-study in in groups in Newton)
Wrap up from Investigation Phase Student-Stakeholder Meeting & getting ready to ACT
Wed (Nov 23): Submission Final Paper Team Deliverable 4 - (Thurs Nov 24): Overview of findings Invest. Phase
Wk 13.28/11 Getting our ACT together 13a. From Challenge to Solution Concepts 13b. Energizer/inspirator: Arts & Global Health
AC Brainstorm Carousel Megan Milota
Team Deliverable 5 - (Thurs Dec 1): Visualization
Wk 14.05/12 Finalizing the ACT Phase 14a. Working on the Solution 14ba. Finalizing the Solution and Final Presentation preparation

Wk 15.12/12 Presentations and course reflection 15a. Final presentations SCUBY & SPOT 15b. Final Presentation iHEART & Course Reflection
See instructions and rubrics Incl. course evaluation and ‘closing ceremonies’
PE5 on Wednesday, Full Reflective Portfolio on Friday
LEGEND: Orange = submissions graded assignments | Green = submissions team deliverables | Yellow highlight = stakeholder involvement
CLASSES AND PREPARATIONS

1. ENGAGE PHASE
1. Kick-off & introduction
Mon 1a. Introduction to the course
29/8 Teachers: Judith van de Kamp & Joyce Browne

Learning outcomes
 Get to know the teachers and fellow students
 Reflect on health progress made globally in recent years towards achieving SDG3 and other
SDGs
 Explain how the Covid-19 pandemic has affected and will possibly affect efforts to achieve
SDG3 ‘Better health and wellbeing for all’.

Session outline
 Introduction
 SDG3 today: Where do we stand now?
 Group exercise

Required readings
 Everybody’s business: Strengthening health systems to improve health outcomes. WHO’s
framework for action. Geneva, World Health Organization, 2007. Introduction, page 1 – 12.
Link: https://apps.who.int/iris/bitstream/handle/10665/43918/9789241596077_eng.pdf
 Reading question:
* What are the six building blocks of a health system according to this WHO framework?
 Khetrapal S, Bhatia R. Impact of COVID-19 pandemic on health system & Sustainable
Development Goal 3. The Indian Journal of Medical Research. 2020 May;151(5):395. Link:
https://www.ncbi.nlm.nih.gov/pmc/PMC7530436
 Reading questions:
* Please think of an example of a health-related consequence (for a specific group of people)
of the focus within health systems on Covid-19. This can be related to the three topics
described in the article (1: health of women and children, 2: infectious diseases, and 3: NCDs
and emergencies) or another topic. How is that linked to the health system’s building blocks,
and how is it connected to other SDGs? Be ready to share your input in class.

Wed 1b. Course set-up & Challenge-Based Learning

31/8 Teacher: Judith van de Kamp

Learning outcomes
 Understand and discuss the reasons for your own interest in the field of Global Health and
listen to fellow students’ perspectives
 Understand the objectives of the course and expectations with regard to assessment

Required readings

 Course syllabus – all pages (found on Blackboard)

 Guide Challenge-Based Learning, page 1 to 30. Link:
 https://www.challengebasedlearning.org/wp-content/uploads/2019/02/CBL_Guide2016.pdf.

Additional required student preparation

Submission Portfolio Element 1 (PE1) – Global Health & You: Submit your answers to the questions
below. Use max 300 words for answering each question. Portfolio elements are submitted through MS
Teams. This element needs to be submitted a day before the session before 22.00.
* Why is GH important to you? What aspects about it appeal to you?
* What do you consider a major challenge towards good health & wellbeing for all?

After this session, all students have submitted their preference for groups: SPOT, SCUBY or iHEART (this
will be discussed in class).

2. Interdisciplinarity & Skills in Collaboration

Mo 2a. Interdisciplinarity in global health
n Teachers: Judith van de Kamp & Gina Melis
05/
9 Learning outcomes
 Discuss with peers differences and similarities between visions on the production of
knowledge.
 Understand and compare the concepts of multiple disciplinarity, interdisciplinarity,
multidisciplinarity and transdisciplinarity
 Apply these concepts to global health, through a case study in which knowledge and methods
from student’s own disciplinary backgrounds are applied.

Session outline
 Group work to explore peers’ visions on knowledge production
 Introductory lecture on interdisciplinarity, multidisciplinarity, and transdisciplinarity, including
group work

Required readings
 Choi BC, Pak AW. Multidisciplinarity, interdisciplinarity and transdisciplinarity in health
research, services, education and policy: 1. Definitions, objectives, and evidence of
effectiveness. Clin Invest Med. 2006;29(6):351-364. Link:
http://web.b.ebscohost.com.proxy.library.uu.nl/ehost/pdfviewer/pdfviewer?
vid=2&sid=710f71e3-326f-4d02-8afb-86ed6b19526c%40sessionmgr103
 Reading questions:
* What are definitions of ‘multiple disciplinary’, multidisciplinary, interdisciplinary,
transdisciplinary research?
* What are arguments for multiple disciplinarity in global health? Which approach do you
prefer: multi/inter/trans, why?

Additional required student preparation

In preparation for this session, write down your vision on the production of knowledge. Upload your
vision to MS Teams by September 04, 22pm, and use 100-300 words. Guiding questions:

 How is (and/or should) knowledge be produced?

  What is the relationship between science, knowledge and truth?
 What is the value of each of these (science, knowledge and truth) for the world?

We 2b. Skills in Collaboration – Part I

d Teacher: Ellen Ruifrok
07/
9 Learning outcomes
 Gain insight into and critically reflect on one’s own (preferable) behavior style and
communication style, and strengths and pitfalls in working with others
 Understand how to effectively communicate and collaborate with people with other behaviour
styles, complimentary to yours
 Critically reflect on potential areas of tension working in groups

Session outline
 Interactive lecture with information-sharing about behavior styles and communication styles
which are complementary to one another
 Group discussions and exercises to gain insight into applying this knowledge in team work
(pairs or groups of students)

Required student preparation

 Online Personality Profile Assessment. A request to fill out this assessment is sent to students a
week before the first skills session.

Week 3. Big Idea & Skills in Collaboration

Mon 3a. Equity and justice in GH projects
12/9 Teachers: Judith van de Kamp & Joyce Browne

Learning outcomes
 Gain a deeper understanding of equity and different ways related to health
 Understand the concept of epistemic injustice
 Develop an ‘equity lens’ on activities and developments in global health practice

Required readings and instructions

 For those who did not participate in Global Health (UCINTGLO21): Watch this video on equity
versus equality: https://www.youtube.com/watch?v=nCS7Rus4_-Y (3.45min)
 Individually, read and view the required readings and viewings assigned to your group. Then,
together with your fellow group members (see below), prepare to present the main take-aways
from your articles/viewings to your peers, and share answers to the reading questions. You will
have 10 minutes to present, after which you invite fellow students into a 10 minutes discussion
on the topic, by posing ONE discussion question.

NB: This is quite some work, so make sure you connect to your group members well ahead, discuss your
steps and plan well!

GROUP A: Equity in health outcomes

Students: Jule, Leah, Celine, Lotte
 Shen-yi Liao & Vanessa Carbonell (2022): Materialized Oppressionin Medical Tools and
 Technologies, The American Journal of Bioethics, DOI:10.1080/15265161.2022.2044543
 Reading questions:
* How do medical tools and technologies create inequitable health outcomes regarding certain
(groups of) people?
* What do the authors suggest to move away from this and work towards equity in health
outcomes through medical tools and technologies?
* What was the biggest eye-opener for you as a group after having read and analyzed this
article?
 Watch the ten short WHO documentaries on health equity ((47 mins in total):
https://www.youtube.com/playlist?list=PL9S6xGsoqIBUeWze_YYfz0Y04S_lKVvQV. Choose your
favorite and make sure to be able to explain to your group members why you have chosen it.
Exchange your favorites, and then together choose one video to show or describe in class.
Include a recommendation to fellow students that might come in handy during group work for
this course.

GROUP B: Equity in global health practice

Students: Bente, Prerana, Hanna, Dija
 Inaugural lecture of Prof Seye Abimbola: ‘Love, justice and global health’ (June, 2021). Link:
https://www.youtube.com/watch?v=lfVWCKmeCu4&feature=emb_imp_woyt fragment from
00.53:00-1:12:40 min. (If you are interested, you can ofcourse watch the whole video which
includes a message from the Dutch queen and, more importantly, the inaugural lecture of Prof.
Gustavo Garcia Lopez, entitled ‘Colonial climates, decolonial futures’ – this is no necessity for
this course). And/Or read Abimbola’s lecture text here:
https://www.uu.nl/sites/default/files/2021%20-%20PCC%20Oratie%20Seye
%20Abimbola_V1.pdf
 Reading questions:
* [On part I] What do you think Seye means with ‘colonial love’, and can you think of an
example?
* [On part II] Which of the three quotes that Seye shares do you – as a group – like most, and
why? You can also choose two, it’s mostly about the explanation for your choice.
* [On part III] Seye ends his message by saying that we cannot legislate love, but we can craft
rules to (continuously) work towards justice. What rules do you think he means and to whom
should these apply? And why should we have these rules?
* How can you connect Seye’s message to the group work on SCUBY, SPOT and iHEART: What
recommendations can you draft for your fellow students?

Group C: Equity in health governance and agenda-setting

Students: Sofia, Filippo, Isabella, Zoe
 Büyüm AM, Kenney C, Koris A, Mkumba L, Raveendran Y. Decolonizing global health: if not now,
when? BMJ Global Health. 2020 Aug 1;5(8):e003394. Link:
https://gh.bmj.com/content/5/8/e003394.abstract
 Reading questions:
* What do you consider to be the main take-aways from this article?
* The authors state that we need a new vision for the future of global health. What would be
your vision for the future of global health? You could answer this question individually first, then
compare answers and share this process and results in class.
* How do you think you and other students can use those learnings in your team work (SPOT,
SCUBY and iHEART)? Draft recommendations.

Group D: Equity in research and knowledge production

Students: Manuela, Siem, Hania, Karan, Benna
  Bhakuni H., & Abimbola, S. (2021). Epistemic Injustice in Academic Global Health. The Lancet
Global Health, 1-6. https://doi.org/10.1016/S2214-109X(21)00301-6.
 The, L. G. H. (2018). Closing the door on parachutes and parasites. The Lancet. Global health,
6(6), e593. Link: https://www.thelancet.com/journals/langlo/article/PIIS2214-109X(18)30239-
0/fulltext
 Jumbam, D. T. (2020). How (not) to write about global health. Link:
https://gh.bmj.com/content/5/7/e003164.abstract

Reading questions:
* What is epistemic injustice? Include in your explanation the two types of epistemic injustices that
Bhakuni and Abimbola address in the article.
* What are the main take-aways from The Lancet editorial piece? Include what is meant with parachutes
and parasites.
* Based on Jumbam’s (satirical) piece, try to come up with 5 or 6 recommendations on what would be a
good way to go about researching and writing. What do the authors want researchers to do?
* How do you think you and other students can use those learnings in your team work (SPOT, SCUBY and
iHEART)? Draft recommendations.

Additional required (individual) student preparation

Submission Portfolio Element 2 (PE2) – Equity on a personal level: Please first watch ‘The Privilege
Game’ (https://www.youtube.com/watch?v=hD5f8GuNuGQ). Then, reflect on your own advantages or
disadvantages and how this relates to your position and chances/opportunities in life. How does this
influence your perspective on health, and on life in general? Use up to 500 words. Portfolio elements are
submitted through MS Teams. This element needs to be submitted a day before the session before
10pm.

Additional & optional student preparation:

 If you liked ‘The Privilege Game’: Video ‘Social inequalities Running Competition’:
https://www.youtube.com/watch?v=4K5fbQ1-zps

Wed 3b. Skills in Collaboration Part II

14/9 Guest teacher: Ellen Ruifrok

Learning outcomes
 Gain insight into and critically reflect on one’s own (preferable) behavior style and
communication style, and strengths and pitfalls in working with others
 Understand how to effectively communicate and collaborate with people with other behavior
styles, complimentary to yours
 Critically reflect on potential areas of tension working in groups

Session outline
 Interactive lecture with information-sharing about behavior styles and communication styles
which are complimentary to one another
 Group discussions and exercises to gain insight into applying this knowledge in teamwork (pairs
or groups of students)

Additional required student preparation

Submission Portfolio Element 3 (PE3) – Skills in Collaboration (NB: AFTER this session, before 22.00):
Briefly reflect on the skills sessions and what you have learned that can be applied to working in groups
of students on global health challenges (Max 150 words for each question):
* According to the Personality Profile Assessment you were asked to fill out, what are your strengths to
 group dynamics?
* What new insights did you gain about yourself from the assessment and session that you feel you can
use in working with others on global health challenges?
* What are strengths that are complimentary to yours?
* What are potential areas of tensions with other personality preferences (i.e., ‘irritation zone’
characteristics) and what are ways to deal with this professionally?
Portfolio elements are submitted through MS Teams. NB: This element is submitted, not a day before the
session before 22.00, but on the day of the session before 22.00.

4. Methodology & PCP

Mon 4a. Methodology: Interviews
19/9 Teachers: Gina Melis

Learning outcomes
 Understand how our worldview can influence the choices we make in research (methods)
 Understand the difference between the aims of different research methods
 Learn when to choose an interview – and which type (structured, semi-structured, free)
 Learn how to formulate questions to gain insight into your research question
 Understand the influence of our own background and positionality when it comes to collecting
your data and analyzing it

Session outline
Interactive lecture session

Required reading
 See Blackboard (PDF)

Tues 4b. Peer Collaboration Project (PCP) Bangladesh-The Netherlands – Week 1

&
Fri This session will take place on Tuesday for the Tuesday group, and Friday for the Friday group (see
course program – page 1 of this document). Information about the PCP (instructions, preparation,
Zoom links) is sent to you separately.

Week 5. Methodology & PCP

Mon 5a. Methodology: Focus Group Discussions
26/9 Teacher: Gina Melis & Judith van de Kamp

Learning outcomes
 Have an understanding of the value of FDGs in GH research in general, as well as tools for
conducting FDGs in the students’ own group work (in SCUBY, iHEART and SPOT)
 Know the differences between F2F and online FDGs
 Share considerations for choosing to conduct an FDG or interview, based on specific research
cases and desired outcomes

Session outline
Interactive lecture session

Required reading
  Collecting Primary Data_ Interviewing_Gray.pdf (link on Blackboard)
 Interview Topic Guide for Health Professionals.pdf (link on Blackboard)

Tues 5b. Peer Collaboration Project (PCP) Bangladesh-The Netherlands – Week 2

& Fri
This session will take place on Tuesday for the Tuesday group, and Friday for the Friday group (see
course program – page 1 of this document). Information about the PCP (instructions, preparation,
Zoom links) is sent to you separately.

Week 6. Methodology & PCP

Mon 6a. Methodology: Terminology in GH research and practice
3/10 Teacher: Martin Heine

Learning outcomes
 Have an understanding of the terminology debates in global health, the various arguments
being made against certain terms in GH
 Use these insights into the design of group work during the engage and investigation phase

Session outline
Interactive lecture session

Required reading
 Khan T, Abimbola S, Kyobutungi C, Pai M. How we classify countries and people—and why it
matters. BMJ Global Health. 2022 Jun 1;7(6):e009704.Link:
https://gh.bmj.com/content/7/6/e009704.abstract
 van Zyl C, Badenhorst M, Hanekom S, Heine M. Unravelling ‘low-resource settings’: a
systematic scoping review with qualitative content analysis. BMJ global health. 2021 Jun
1;6(6):e005190. Link: https://gh.bmj.com/content/6/6/e005190.abstract

Additional required preparation

Please answer the following reading questions, before the class, individually:

 Do you think differently about using certain terms after reading these articles (in talking with
friends, in writing an essay, etc.)? Be ready to elaborate on this.
The next three questions are related to the article ‘Unravelling low-resource settings’:
 Wat is the key message from the article?
 How can you use this (and or other insights from the article) in the upcoming group work? 
 Which question do you have for the authors?

Tues 6b. Peer Collaboration Project (PCP) Bangladesh-The Netherlands – Week 3

& Fri
This session will take place on Tuesday for the Tuesday group, and Friday for the Friday group (see
course program – page 1 of this document). Information about the PCP (instructions, preparation,
Zoom links) is sent to you separately.
 Week 7. Project Introduction & Essential Questioning
Mon 7a. Project intro & Essential Questioning
10/10 Teacher: Judith van de Kamp
Learning outcomes
 Have a basic understanding of the projects: their aims and strategies
 Make a problem analysis as well as an impact pathway
 As a group (either SCUBY, SPOT or iHEART), identify the essential question that lays the
foundation for the Challenge

Session outline
Group exercises with teacher guidance

Required readings
 Challenge Based Learning Guide, page 31-35 (info on the first stage of CBL which is ‘Engage’).
Link: https://www.challengebasedlearning.org/wp-content/uploads/2019/02/
CBL_Guide2016.pdf
 Project information

For Team SPOT (Leah, Jule, Celine, Lotte, Dija):

 Browse through the websites to learn about the project and organization:
https://spotstudyghana.com
 Project Grant application SPOT*

For Team SCUBY (Karan, Zoe, Sofia, Manuela, Prerana, Filippo):

 Browse through the website to learn about the project: www.scuby.eu
 Protocol Final Manuscript SCUBY*

For Team iHEART (Bente, Bena, Hania, Hanna, Siem, Isabella):

 Browse through the website and learn about the project:
https://www.ezintsha.org/iHEART-SA
 Protocol iHEART*

*This document is found on Blackboard under ‘course content’

In advance of the session, make sure that you have a good understanding of the project, based on the
reading material. Then, individually, prepare one page of information and be ready to share with your
team in the group work session. Your page should capture the essence of the project, but you will not
all focus on the same elements (see below). Post your documents prior to the session, so no later than
Monday Nov 10, 11.00 am. This will count towards your participation grade. Please do so under ‘Files’
on MS Teams. This will allow for your group members to see your document. There is a folder for each
project team.

Questions for Leah, Jule, Celine, Karan, Zoe, Sofia, Bente, Bena, Hania:
 What are the problems underlying the project?
 Who is involved/affected by these problems?
 What are causes for these problems?
 What are underlying knowledge-related problems?
Questions for Lotte, Dija, Prerana, Manuela, Filippo, Hanna, Siem and Isabella:
  What is the project aim?
 What is the project approach and activities?
 In what ways is this connected to the Big Idea of health equity and justice (think back on the
learnings of session 3b)?
Wed 7b. Project intro & meeting the stakeholders
12/10 Teacher: Judith van de Kamp
Guest speakers: Stakeholders Dr Hannah Brown Amoakoh (SPOT), Dr Daniel Boateng (SCUBY) and Dr
Martin Heine (iHEART)

Learning outcomes
 Come up with a plan to present the Challenge Proposal
 Have gathered answers to the students’ Essential Questions

Session outline
 Plenary start (first 45 mins)
 Three parallel sessions for SPOT, iHEART and SCUBY (second 45 mins)

 Zoom links for the SCUBY & SPOT sessions will appear on Blackboard
 iHEART will be in UCU (location TBD)

Required student preparation

 During the session, as a group you will have the opportunity to learn from the project by
interacting with the stakeholder involved. A TIP is to use this time as affective as possible, by
not asking questions which answers can be found in the documents, but to ask information
that is not known yet, e.g. about the challenges that are arising from moving forward in the
project.
 If you feel you need to do some desk research in order to learn more about a specific topic at
this stage, feel free to identify a few readings and divide the work amongst your group
members, for instance in order to come up with some specific questions. This is not
obligatory, and depending on the group dynamics in session 7a and in preparation for 7b
outside of the sessions.
 You will have approx. 45 mins with your stakeholder. Make sure you have a plan to use this
time in the best possible way. After the session you should have all information needed in
order to decide as a group what the focus of your Group Challenge will be.
 Don’t forget the connection with the Big Idea of health equity and justice
 GOOD LUCK!

Mon 8a. Presenting the Challenge Proposal

17/10 Teacher: Judith van de Kamp
Format: Hybrid session through ZOOM
The Student Presentations on Challenge Proposals will be graded

Learning outcomes
 Present the Team Challenge Proposal in a structured way, and invite fellow students and
stakeholders to provide feedback
 Look and listen carefully and thoroughly and provide constructive feedback to fellow
students’ group work
Session outline
 Presentation Team Challenge Proposal - iHEART
 Presentation Team Challenge Proposal - Team SPOT
 Presentation Team Challenge Proposal - Team SCUBY

Required student preparation in preparing the Presentation (group work)

 See Section 6 ‘Assessments’ in the syllabus for instructions on how to prepare and carry out
the Challenge Proposal Presentation as a group. Take a good look at the rubric.
 Because time for feedback is limited, you can choose to firstly invite the stakeholder to
provide feedback. Feel free to start a dialogue to make sure you understand it.
 You will receive written peer feedback by a few students (see below for the list). You may ask
one or two specific questions to guide that feedback. You may also leave it up to your peers
to comment on any aspect they find relevant.
 Make a plan for how to process the feedback that will be given to you.

Required student preparation for being in the ‘audience’ (individual)

 Read this article on providing peer feedback: https://justworks.com/blog/dont-make-peer-to-
peer-constructive-criticism-awkward
 The feedback we ask you to give should be linked to the specific group’s ask for feedback (if
they asked for it, if not you are free to provide feedback on any aspect you find relevant). This
will be about the Challenge Proposal, and your feedback is aimed at supporting the group to
improve their Challenge. (So your feedback is not based on the performance of the
presentation as a whole, based on the rubric, as this is the teacher’s responsibility.)
 Feedback should be (approx.) 200-300 words, and added to ONE document per group that is
in the team’s folder on MS Teams (see image below for the folder, and the doc is called
‘Challenge Proposal – Feedback form). Please add your feedback no later than 22pm on the
day of the presentations, so that is Oct 17. This will count towards your participation grade,
so make sure you add your name. See below for the group each person needs to provide
feedback on:

 Feedback to iHEART Presentation: Karan, Zoe, Sophia, Manuela, Prerana, Filippo

 Feedback to SPOT Presentation: Bente, Bena, Hania, Hanna, Siem, Isabella
 Feedback to SCUBY Presentation: Leah, Jule, Celine, Lotte, Dija
 Each group will also receive written feedback by the stakeholder.
 Wed 8b. Finalizing the Challenge
19/10 Teacher: Judith van de Kamp
Format: Classroom session (CS)

Learning outcomes
 Use the feedback provided to them both by stakeholders and fellow students
 In groups, finalize the Challenge
 Have decided upon a topic for the paper

Session outline
Guided group work session

Required student preparation with regard to the Challenge

 What do you as a group need in order to finalize the challenge? Think about this before the
session starts, and take ownership of the process to finalize the challenge. There is no fixed
plan for this session. Bring your laptops so you can do desk research in class. You are free to
bring in literature in case it can help in the process to finalize the challenge at the end of the
session.

Required student preparation with regard to the paper

 Before the session starts, make sure to carefully read the instructions for the paper, and
choose a topic that you would like to further explore in writing a paper about. You might have
several ideas, so feel free to discuss these in your team.
 Submission paper outline: Wednesday October 19, 22:00 pm (through MS Teams)

Midterm break – Mon Oct 24 to Friday Oct 28

2. INVESTIGATION PHASE
NB: Of all activities during all three stages in Challenge-Based Learning, the activities during the Investigation
Phase are the least fixed. So yes, you will find some activities below under the sessions. However, these can change,
depending on the results of your investigations, depending on your needs in learning. Students might need the
group work time to conduct an interview. The teachers might also schedule a lecture, when there is a shared need
to further dig deeper into a certain topic. So do stick to these instructions. But if you feel your group should adapt,
reach out the teachers. So do always discuss with your teachers on any desired alternative pathways!

Week 9. Start of the investigation

Mon 9a. Intercultural Collaboration
31/10 Teacher: Judith van de Kamp & Hannah Brown

Learning outcomes
 Understand possible challenges in intercultural communication
 Apply knowledge from the book ‘The Culture Map’ to decode how people think, lead and get
things done across cultures
 Reflect on their own cultural preferences and the possible impact of this in intercultural
collaboration.

Session outline
 Interactive lecture on The Culture Map

Required readings
 Readings: Book The Culture Map: Decoding how people think, lead, and get things done
across cultures. Author: Erin Meyer. Publisher and year: Public Affairs; 2016 Jan 5. ISBN
number: 9781610392761

Additional required student preparation

 Meyer identifies eight scales. Prepare to describe one of the scales, in your own words, and
come up with an example to illustrate the workings of the scale you have been assigned to (see
below). And: Where on the scale do you think you are? Be ready to share your work in the
plenary conversation about the book (no slides, just talk).

* Communicating (Low-Context - High-Context)  Leah & Jule

* Evaluating (Direct Negative Feedback - Indirect Negative Feedback)  Celine & Lotte
* Persuading (Principles-first - Application-first)  Dija & Hanna
* Leading (Egalitarian – Hierarchical)  Karan & Zoe
* Deciding (Consensual - Top-down)  Sophia & Filippo
* Trusting (Task-based - Relationship-based)  Manuela & Prerana
* Disagreeing (Confrontational - Avoids confrontation)  Bente & Bena & Isabella
* Scheduling (Linear-time – Flexible Time)  Hania & Siem

 Submission Portfolio element 4 (PE4) – on Tuesday Nov 1: Choose a country you are
familiar with because you have lived there for a significant amount of time. Describe an
example that illustrates a (potential) ‘culture clash’ or misunderstanding that arises from an
interaction between people from this cultural background and people with different cultural
backgrounds. This can be an example from your own experience, inside or outside this
country. It can also be an example that you have heard of or read about. Mention in your
description:
* The country
* The culture clash or misunderstanding
* The people involved and the situation they are in (e.g. fellow students at UCU campus
studying together, doctor-patient relationship, new friends who invite you for dinner
 * The cultural behaviour and the scale or scales from Meyer’s The Culture Map this is related
to
* A suggestion to prevent such a clash for misunderstanding
Write this up, in 300-600 words. Submit this portfolio element by Tuesday (Nov 1) no later
than 22.00.

Wed 9b. Kick-off Investigation Phase

2/11 Teacher: Judith van de Kamp

During the Engage Phase, you were introduced to DISC for self- and group reflection, the Big Idea,
the projects SCUBY and SPOT and the topics of maternal health and NCDs. With all of this in your
‘backpack’, we will continue this journey in Challenged-Based Learning for Global Health practice.

Welcome to the Investigation Phase! During this phase, it’s you as students who are to take
charge of planning and researching your own work in groups.

Learning outcomes
 Have a good understanding of the steps taken in the CBL process so far
 Reach group consensus on the way forward
 Draw an investigation plan with guiding questions and a time line, with action points regarding
contacting stakeholders

Group investigation: Week 1

Use this week to do a recap on the challenge: what final challenge did we settle on, and us that as a
starting point for the investigation that will take place in the next four weeks.

Required student preparation – in advance

 Individually, fill out the first line of boxes in the CBL Canvas (document to be handed out to
you in class on Monday), that is: 1) Big Idea, 2) Essential Questions, 3) Essential Question, 4)
Challenge. This is deliberately an individual exercise so do not discuss your input with fellow
group members. Bring the canvas to class; we will use it as a starting point for the group work.

Required student work – after the session

 Group Deliverable 1 – Investigation Plan (Thursday Nov 3 by 22pm): One plan (appr. one
page) per group. Please upload the document in the sub-folder called ‘Team Deliverables 1-5’
on the Team’s own folder on MS Teams.
Instructions: Please indicate the planned activities for the next four weeks. This is about
WHAT, but also about WHEN, HOW, and WHO. Take into account:
* Research activities: Which ones, when, how to process, and by whom? It might help to
draw a time line, and fill in activities/tasks here.
* Literature: What, when, how to process, and by whom?
* Interdisciplinarity: How does this link to the disciplines in the group and how can you apply
an interdisciplinary approach?
* Make sure to include ONE interview or Focus Group Discussion plan with a person to learn
more about the topic. This cannot be the stakeholder (Martin, Hannah or Daniel), but it can
be anyone else, that can help you gain information about the topic, to move closer to
possible solutions to your challenge. There is no deadline for setting the interview/FGD; it
needs to be conducted within the Investigation Phase period. But: The sooner the better, as
it’s not always easy setting a date and time. You do not have to do this as a group; feel free to
divide tasks among group members (e.g. 2 group members will conduct an interview, while
others do more desk research on a specific topic). You can do more than one
FDGs/interviews, if this supports you in your group work. For every interview/FDG, please fill
out the Interview form or FDG form (see Blackboard).
 * Skills: How does this link to group members strengths?
* How will you handle uncertainty? What if plans change, do you need back up plans and
what will these be?
* Questions to the teachers! The role of the teachers is to support your ‘investigation
journeys’ when they feel they can or should, or when you feel this could be of use. They
might be able to direct you to people or to specific literature that you can include in your
search.
 Please take note of the info under Session 10a; If you want to have a meeting with the
stakeholder(s) on Monday, arrange the meeting by Friday Nov 4 at noon.

Week 10. Investigation week 2

Mon 10a. Investigation week 2 – Part I
07/11 Teacher: Judith van de Kamp

Group Investigation: Week 2

Use this week to investigate and get closer to answers that will enable you to later come up with a
possible solution to the group’s challenge.

Required student work

 Your stakeholders (Dr. Daniel Boateng for SCUBY, Dr Hannah Brown Amoakoh for SPOT,
and Dr Martin Heine for iHEART-SA) are standby for a meeting with you during our session
time (11.00-12.45, one hour max). They are able to give you directions with regard to talking
or interviewing others that might be able to help you find the information you need to get to
a solution to your challenge. If you want to use this opportunity to talk to them, contact them
to arrange this meeting by Friday Nov 4, 12.00 noon (including setting up the online call).
 Investigation activities: Desk research (reading and viewing material to learn more), setting up
meetings, and discussing strategies (activities, tasks and timeline) with your group members.

Wed 10b. Investigation week 2 – Part II

9/11 Teacher: Judith van de Kamp

Group Investigation: Week 2

Use this week to investigate and get closer to answers that will enable you to later come up with a
possible solution to the group’s challenge.

Required student work

 Group Deliverable 2 – Progress Report Week 2 (Thursday Nov 10 by 22pm): One page,
before 22 pm. Please upload the document in the sub-folder called ‘Team Deliverables 1-5’ on
the Team’s own folder on MS Teams.
* Did you meet with your stakeholder? If yes: how did it go? What new information did you
gain? If no, explain why not, and how you spent the group work’s time.
* What other activities did you undertake, and how do these relate to your Investigation Plan?
* What activities will you undertake next week, and how do these relate to the Investigation
Plan?
 Please take note of the info under Session 11a; If you want to have a meeting with the
stakeholder(s) on Monday, arrange the meeting by Nov 11 at noon.

Additional required student work

 Submission Concept-Paper (Monday Nov 7 by 22pm): to two peers, according to the
 schedule below:

Leah Karan & Bente

Jule Zoe & Isabella
Celine Sofia & Hania
Lotte Manuela &Siem
Dija Prerana & Hanna
Karan Bente & Leah
Zoe Bena & Jule
Sofia Hania & Celine
Manuela Siem & Lotte
Send
Prerana Hanna & Dija
concept
Filippo Isabella & Bena
paper to:
Bente Leah & Filippo
Bena Jule & Zoe
Hania Celine & Sofia
Siem Lotte & Manuela
Hanna Dija & Prerana
Isabella Filippo & Karan

NB: Please respects these deadlines (sending paper and providing feedback). Your fellow students are
supporting you to improve your paper, and it also enables them to make themselves familiar with the
rubrics, and learn how to give feedback. So both providing and receiving feedback is part of the
learning process, of that of your peers and yourself.

Week 11. Investigation week 3

Mon 11a. Investigation week 3 – Part I
14/11 Teacher: Judith van de Kamp

Group Investigation: Week 3

Use this week to investigate and get closer to answers that will enable you to later come up with a
possible solution to the group’s challenge.

Required student work

 Your stakeholders (Dr. Daniel Boateng for SCUBY, Dr Hannah Brown Amoakoh, Dr Martin
Heine for iHEART-SA) are standby for a meeting with you during our session time (11.00-
12.45, one hour max). They are able to give you directions with regard to talking or
interviewing others that might be able to help you find the information you need to get to a
solution to your challenge. If you want to use this opportunity to talk to them, contact them
to arrange this meeting by Friday Nov 11 by 12.00 noon (including setting up the online call).
 Investigation activities: Desk research (reading and viewing material to learn more), setting up
meetings, and discussing strategies (activities, tasks and timeline) with your group members.

Wed 11b. Investigation week 3 – Part II

16/11 Teacher: Judith van de Kamp

Group Investigation: Week 3

Use this week to investigate and get closer to answers that will enable you to later come up with a
possible solution to the group’s challenge.
 Session outline
 First 45min: Check in: Group updates (for instructions/questions, see below)
 Second 45 min: Group work. Please decide/plan in advance how you will spend this time on
group work

Required student work

Provide a 10min update to the class on where your group is at, at the moment. What is easy, what is
challenging, with regard to collecting information and processing this information? What are your
group’s strengths and what can be worked on more/ improved? What is the group’s ideas on the process
and working toward the solution?

Additional required student work

 Group Deliverable 3 – Progress Report week 3 (Thursday Nov 17 by 22pm): One page.
Please upload the document in the sub-folder called ‘Team Deliverables 1-5’ on the Team’s
own folder on MS Teams.
* Did you meet with your stakeholder? If yes: how did it go? What new information did you
gain? If no, explain why not, and how you spent the group work’s time.
* What other activities did you undertake, and how do these relate to your Investigation
Plan?
* If you conducted an interview/FDG, use the guiding form on Blackboard and add it to the
Group Deliverable submission (this week or next week).
* What activities will you undertake next week, and how do these relate to the Investigation
Plan?
 Investigation activities: Desk research (reading and viewing material to learn more), setting up
meetings, and discussing strategies (activities, tasks and timeline) with your group members.

Additional required student work

 Submission Peer Feedback on concept paper of TWO peers (Monday Nov 14 by 22pm):
Please provide feedback to your peers’ work by sending the peers an email with cc to
[email protected].

Week 12. Investigation week 4

Mon 12a. Investigation week 4 – Part I
21/11 Teacher: Judith van de Kamp

Group Investigation: Week 4

Use this week to investigate and get closer to answers that will enable you to later come up with a
possible solution to the group’s challenge.

Required student work

 Investigation activities: Desk research (reading and viewing material to learn more), setting up
meetings, and discussing strategies (activities, tasks and timeline) with your group members.
 Please take note of the info under Session 12b; If you want to have a meeting with the
stakeholder(s) on Wednesday, arrange the meeting by Nov 21 at noon.

Additional required student work

Submission Final Paper (Monday Nov 21 by 22pm): Submission two ways:

 Through MS Teams (under ‘Assignments’)

 Through email to [email protected] for the plagiarism check

Wed 12b. Investigation week 4 – Part II

23/11 Teacher: Judith van de Kamp
Format: Investigation & Student-Led Session with Stakeholders

Group Investigation: Week 4

Use this week to investigate and get closer to answers that will enable you to later come up with a
possible solution to the group’s challenge.

Required student work

 Your stakeholders (Dr. Daniel Boateng for SCUBY, Dr Hannah Brown Amoakoh, Dr Martin
Heine for iHEART-SA) are standby for a meeting with you during our session time (11.00-
12.45, one hour max). They are able to give you directions with regard to talking or
interviewing others that might be able to help you find the information you need to get to a
solution to your challenge. If you want to use this opportunity to talk to them, contact them
to arrange this meeting by Monday Nov 21 by 12.00 noon (including setting up the online
call).
 Group Deliverable 4 – Overview of investigation activities and findings (Thursday Nov
24, 22pm)
Please upload the document in the sub-folder called ‘Team Deliverables 1-5’ on the Team’s
own folder on MS Teams. As a group, list the activities you undertook during the Investigation
Phase, including a list of findings that each of these activities resulted in, that might guide you
towards a solution for your group challenge. Also list the literature you are using. This list can
serve as the base for the brainstorm on Solution Concepts (next week). We will start drawing
this list in the class on Monday.

3. ACT PHASE

Week 13. Getting our ACT together

M 13a. From Challenge to Solution Concepts
on Teacher: Judith van de Kamp
28
/1 Welcome to the third and final stage of the Challenge-Based Learning framework. Welcome to the
1 ACT Phase. We will start this phase by gathering the findings from the Investigation Phase. We will
then use it to work towards a solution to the group challenge. You’re almost there. Good luck!

Session outline
This week starts with a teacher explanation on the third and last phase of the course, this week’s group
deliverable, and the expected elements of the Final Presentation you are going to start preparing soon.
After that, the session is devoted to:
- Designing a visualization of your challenge, investigation findings and how these are linked to
the challenge
- Brainstorm carousel with students from other groups sharing ideas on possible solutions for
your team challenge (this will be explained by the teacher at the start of the class)

Session outline
- Plenary start
- Group work: Designing a visualization
- Brainstorm carousel (two rounds)
 Required student work
 READING - Get familiar with the ACT phase and its elements by reading about it in the CBL
Guide: https://www.challengebasedlearning.org/wp-content/uploads/2019/02/
CBL_Guide2016.pdf. Please bear in mind that not all elements of this phase are applicable to the
team work on SCUBY, SPOT and iHEART. The focus will be on developing, rather than
implementing and evaluating. This will be discussed in class. Nevertheless is it important to read
about this phase!
 Read all session instructions in this syllabus, from Nov 28 to Dec 15, so you know what to
expect. This also enables you to ask questions (during this Monday session).
 Readings: Literature that contributes to your group work
 [Before the session] Use your last group submission as the base for the visualization. If you feel
you need to update this list (for instance adjusting or adding findings from literature), please do so
in advance of this session, so that you have prepared in the best possible way. Make sure all team
members have the same version, so you’re all on the same page.

W 13b. Arts & Global Health

ed
30 As you are progressing on your Group Work, you will be working on the fifth and final Group
/1 Deliverable this week (due on Thursday), together with your group, both during the Monday class and
1 outside of classroom sessions.

The Wednesday class is about temporarily taking your mind OFF the project, to zoom out, and look at
global health in a different way, with Dr Megan Milota who focuses on using the arts in health care, to
teach people to take others’ (patients’ or health workers’ or policy officers’) perspectives! Her expertise
is on Narrative Medicine. For this session, we ask you to watch a film in advance, to make sure to plan
this well. Feel free ofcourse to watch this with your friends!

Do not forget the Group Deliverable, due on Thursday (see below).

Guest speaker: Dr. Megan Milota

Format: Classroom session

Learning outcomes
 Understand the value of using arts in global health projects for better health and well-being
 Identify various art forms in relation to health and health practice
 Analyze/ critically assess an art project (film)

Session outline
Interactive session including a conversation on the film ‘The Constant Gardener’, approaching it through a
series of frames in order to let students see and discuss the unique insights and blind spots inherent to each
approach.

Readings
 Vivian Nun Halloran. "Health Professionals, Truth, and Testimony: Witnessing in Human Rights-
Themes Entertainment." (2007). Link:
https://www-jstor-org.proxy.library.uu.nl/stable/pdf/20464234.pdf?
casa_token=mkFvjsQHZRgAAAAA:ZqLhdEYKPCrMM7zQ45XjZe68C5UsM_SIX3eQeNT-
7sjQUITrV5o5mqJTmwMhuePqTQvQ5YVeXu9MK2SjmZ637mc346au3qCaiegcGMABGiGhG
R4Pd650

Required student work

  Watch the film ‘The Constant Gardener’ to prepare for the session. This film can be watched
online using this link https://www.bing.com/videos/search?
q=the+constant+gardener+full+movie&docid=608010117818879038&mid=627D6C966AA5BD
0B983E627D6C966AA5BD0B983E&view=detail&FORM=VIRE. The quality is not too great,
but OK.

Additional student reading (not required, just for those who are interested)
For students who want a sneak peek at some of the frameworks that will be presented in class, you are
welcome to look up the following concepts in the Living Handbook of Narratology:
* Dialogism
* Heteroglossia
* Narrative empathy
* Narrative ethics
The concept descriptions are pretty dense. Don’t spend too much time on it. A brief scan for context and
key definitions is sufficient.

---------------------

Required Group Deliverable:

 Group Submission (Thursday Dec 1, 22 pm): Visualization with Solution Concepts.

Based on the visualization you made during the Monday class, input from fellow students from
other groups and your own ideas on what the solution to your team challenge might be, draw up a
one-pager on what you think is the best solution (or two/three best solutions if you are not sure
yet) to the group challenge, including the questions you have might have to the teachers about
this. Add a picture of the visualization to the text (included in the one pager or as a separate
document).

Week 14. Finalizing the ACT Phase

Mon 14a. Working on the Solution
05/12 Teacher: Judith van de Kamp
Format: Group work in Newton

This is the final week before the presentation sessions, in which the three student teams present their
work to the class, teachers and stakeholders. Therefore, this week is devoted to:

- Choosing the final solution

- Making sure this is as concrete as possible
- Performing desk research to fill up any open questions
- Making the presentation, preparing for presenting

Wed 14b. Finalizing the Solution & Final Presentation Preparation

07/12 Teacher: Judith van de Kamp
Format: Group work in Newton

This is the final week before the presentation sessions, in which the three student teams present their
work to the class, teachers and stakeholders. Therefore, this week is devoted to:

- Choosing the final solution

- Making sure this is as concrete as possible
- Performing desk research to fill up any open questions
- Making the presentation, preparing for presenting
 Week 15. Presentations and Course Reflection
Mon 15a. Final Presentations SPOT and SCUBY teams
12/12 Teacher: Judith van de Kamp & Joyce Browne
Format: Classroom session with hybrid connection for the international stakeholders

Session outline
11.00-11.45 Presentation Team SCUBY
12.00-12.45 Presentation Team SPOT

Required student preparation

 Make sure to upload your group slides on MS Teams one hour before the session takes place.
 The teachers will set up the online connection, but your group is in charge of pulling up the
slides and making sure everyone can hear and see you.
 Instructions from the syllabus:

In the final group presentations, the student groups present their Challenge and the journey to the
design of the interdisciplinary solution they have created.
- The presentations will be held in the classroom: two on Monday December 12 and one on
Wednesday December 14.
- Presentations will be 25 minutes, followed by a 10 minute discussion based on a discussion
question that you have prepared as a group, and 10 min Q&A.
- All presenting students are expected to play an active role in the presentation.
- The rubric for presentation assessment, including expected elements, is available under
section 10 of the syllabus.

Wed 15b. Reflection and closing

14/12 Teacher: Judith van de Kamp & Joyce Browne
Format: Classroom session with stakeholder Martin Heine

Session outline
11.00-11.45 Presentation Team iHEART
12.00-12.45 Course reflection (evaluation and ‘closing ceremonies’)

Required student preparation

 Make sure to upload your group slides on MS Teams one hour before the session takes place.
 Instructions from the syllabus:

In the final group presentations, the student groups present their Challenge and the journey to the
design of the interdisciplinary solution they have created.
- The presentations will be held in the classroom: two on Monday December 12 and one on
Wednesday December 14.
- Presentations will be 25 minutes, followed by a 10 minute discussion based on a discussion
question that you have prepared as a group, and 10 min Q&A.
- All presenting students are expected to play an active role in the presentation.
- The rubric for presentation assessment, including expected elements, is available under
section 10 of the syllabus.

Required Student Preparation

 Submission PE5 (Wednesday Dec 14, 22pm)
 Submission Full Reflective Portfolio (Friday Dec 16, 22pm)