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Innovations in Primary Care


Admission requirements

For participating in a Half Minor, students are advised to have obtained 60 ECTS from the first year of Medicine, Biomedical Sciences or Clinical Technology.
Both national and international students can apply.


In this minor, we will partner with students to discuss and think critically about primary care related (technological, organizational and content) innovations and what these innovations entail for doctors, patients, but also policymakers and relevant others. Moreover, we will introduce the student to a range of primary care health topics, including patient-centered care, patient empowerment, population health, medical decision-making and digital solutions. Students will gain knowledge and experience on how concepts from self-management, cross-cultural medicine, behavior modification, medical ethics, eHealth and physician-patient (shared) decision-making can influence the medical practice of today and tomorrow. This minor is clinically driven, and all learning activities will be based onmedical case studies related to pregnancy & childbirth the chronically ill patient, and the elderly in primary care.

This minor includes interactive assignments and activities. We will use workshops, clinical mini-internships (in general practice or other related medical offices), online learning modules and discussions with care providers and patients. Communication skills for shared decision-making and self-management will be developed using role-playing exercises. We work from the perspective that “Science is the driving force behind innovative healthcare”. Therefore, each student will also write a Critical Appraisal of a Topic focusing on patient-centered care and digital solutions. With this, the student can improve their research skills and learn how to provide evidence-based recommendations based on a critical appraisal of the literature.

For more information, please watch this introductory movie.

Course objectives

General learning objectives concerning academic and scientific development. The student is:

  • Able to formulate and justify a research question (PICO-based) building on the existing knowledge base in the literature

  • Able to find relevant literature about a topic or specific research question in PubMed

  • Able to reflect critically on the adequacy of the research methods used and the validity of the conclusions drawn in the literature found

  • Able to determine the scientific rigor and quality of (eHealth) interventions

  • Able to pitch the results of a scientific search and appraisal

  • Able to write a critical appraisal of a topic (CAT) in English in the form of a scientific report

  • Able to design a scientific presentation and present the results of his or her CAT

Specific learning objectives concerning academic and scientific development. After this minor, the student is aware of:

  • Population health management: Understand the different concepts of population health management, its major developments and different application to practice

  • Self-management: explain what self-management is, why it is important for prevention and treatment, and can name examples of (eHealth) self-management interventions currently being used in primary care practice

  • First 1000 days of life: Explain why the first 1000 days in life are crucial for transgenerational health outcomes, and how lifestyle and (lifestyle) interventions in this period might impact quality of life and health outcomes of mothers and their offspring

  • Chronic disease: Explain the incidence, prevalence, pathophysiology, diagnosis and treatment of the top three chronic diseases in primary care practice (diabetes mellitus, cardiovascular disease and COPD)

  • eHealth: explain what eHealth is, which types of eHealth interventions are available, how they can be researched, and how its implementation in primary care practice might be impacted.

  • (eHealth) interventions for chronic disease: Explain what (eHealth) interventions are available to prevent or treat diabetes mellitus, cardiovascular disease, and COPD), and explain the intervention mechanisms that lead to effectivity.

  • Lifestyle: Explain why lifestyle (e.g., nutrition, physical activity) is important for health throughout the life course and can name examples of interventions that can promote these lifestyle behaviours.

  • Ageing: Understand the process and determinants of (healthy) ageing, and can provide a multi-dimensional view of the ageing process

  • Psycho-social/ cultural perspective on health and illness: Employ a psycho-social and cultural perspective on health and illness, and explain why cultural skills are needed to adequately communicate with a diverse patient population in primary care

  • Shared decision making: Explain what shared decision-making is, how it can be researched, and what is needed to facilitate the implementation of shared decision making in practice

  • Patient participation in research: explain what patient participation in research is, and how action research might be used to promote patient participation

  • Motivational interviewing (MI): understand what MI is, can use basic MI techniques in short consultations, and can explain how MI can benefit consultations in primary care

  • Reflect on themes in practice: can explain and reflect on how various themes from the half minor take shape in the clinical interaction between care provider and patient.


All course and group schedules are published on our LUMC scheduling website or on the LUMC scheduling app.

Mode of instruction

  • Lectures and working groups

  • Advanced skills workshops

  • Online learning modules

  • Clinical and research illustrations

  • Mini-interships in various settings

  • Preparative study assignments

Assessment method

  • Knowledge exam (20%)

  • Critical Appraisal of Topic presentation (20%)

  • Critical Appraisal of Topic paper (40%)

  • Scientific pitch (20%)

Reading list

A selection of scientific, peer-reviewed articles and related website will be used to facilitate learning; articles (links) will be distributed via Brightspace during the half minor.



R. van der Kleij PhD, Assistant professor
Public Health & Primary Care, LUMC

J.J. Aardoom PhD, Senior researcher
Public Health & Primary Care

A. Versluis PhD, Senior researcher
Public Health & Primary Care, LUMC

P.A. van de Hoef PhD, Senior researcher
Public Health & Primary Care, LUMC

N.H. Chavannes, MD, PhD Professor
Public Health & Primary Care, LUMC

M.E. Numans, MD, PhD Professor
Public health and primary care , LUMC


100% Attendance is compulsory during the half minor. In case of absence, students should notify the teacher and the coordinator in advance by contacting the minor coordinators. In the case of a short absence, the student must submit a make-up assignment. In the case of longer absence, the student will fail the minor. Absence at formative assessments must in all cases be compensated with a make-up assignment.