With innovation I might impact thousands of lives

Andreas and co-fellow Ninna at Hjørring hospital where they did their observation study.

I am Andreas

I am a medical doctor with a Ph.D. and a diverse background encompassing several specialties, including emergency medicine, psychiatry, otolaryngology, and general practice. My primary motivation as a medical doctor has always been to help people in need and make a meaningful difference in their lives. Throughout my career I realised, that while direct patient care is profoundly rewarding it is also constrained by time, resources, and systemic inefficiencies. These limitations restrict the number of patients I can assist on a daily basis.

This realization sparked my interest in innovation and design thinking as a way to address broader healthcare challenges. By developing new solutions, technologies, or processes, I can potentially impact thousands, if not millions, of lives.

At our very first seminar in September I met the other 14 fellows for the first time and we had an introduction to the fellowship year by Pernille Kølbæk from the teacher team.

What’s in it for me?

BioMedical Design offers a unique opportunity to bridge my clinical expertise with innovation and interdisciplinary collaboration, allowing me to create solutions that can transform healthcare delivery and leave a lasting legacy.

At the first seminar we did some design thinking exercises to get a feeling of what tools we were going to work with.

I applied to this program because I believe it equips participants with the tools, methodologies, and network needed, to drive meaningful change.

My co-fellow Ninna and I in the basement of Hjørring hospital where we got our hospital clothing to blend in with the healthcare staff when observing.

The positive side of being a passive observer

Coming from a clinical background where immediate decision-making and active intervention are the norms, it was initially a challenge to step back and adopt the role of an observer. My instinct as a medical professional is always to help, to fix, and to act. However, this observational role offered a rare and invaluable opportunity to gain a more comprehensive and objective understanding of the hospital environment.

By watching processes unfold, I was able to see patterns, inefficiencies, and interactions that aren’t always apparent, when you’re focused on solving individual cases. Instead of reacting to situations, I found myself asking deeper questions such as, “Why is this done this way?” and “Is there a better, more efficient, or safer way, to achieve this?” This shift in perspective enabled me to identify potential areas for improvement that might otherwise be overlooked during routine clinical work. It was an enlightening experience that helped me appreciate the power of stepping back, observing critically, and identifying opportunities, for systemic change.

Seeing things from a different angle

Before this experience, my understanding of hospital workflows was largely shaped by my own role as a clinician. Shadowing staff in various roles — from nurses, doctors and technicians to administrative personnel— gave me a much richer and more nuanced perspective on how the ward operates. I came to appreciate the complexity and interdependence of different tasks and roles within the hospital ecosystem.

My team and I present our observations of challenges in the workflow as we observed them to the local staff at Hjørring hospital. It was great to show them the external view on the things they might know already but often can’t solve and then become obstacles they learn to live with.

A shared understanding helps

What struck me most was how each profession has its own set of responsibilities, challenges, and workflows, which are often not fully visible to others. This lack of transparency can sometimes lead to misunderstandings or inefficiencies. When we visualized these processes through diagrams and shared them with the staff, many were surprised by the insights gained. It helped create a shared understanding and highlighted opportunities for improved collaboration and communication. This experience underscored the importance of seeing healthcare delivery as a team effort where every role is vital to the overall functioning of the ward.

A nurse talking to a patient lying in the hallway of the hospital.

During our two months of observation in the cardiology and endocrinology departments, we documented several hundred observations and issues. These ranged from seemingly minor inconveniences to more significant systemic challenges. Some of these issues were specific to the specialties we observed, while others reflected broader problems seen across healthcare settings, such as workflow inefficiencies, communication gaps, and patient safety concerns.

A need is an opportunity to improve

From these observations, we identified close to 100 specific healthcare needs. These needs encompass a wide range of areas, including patient care quality, workflow optimization, resource management, and challenges faced by healthcare providers. Each identified need represents an opportunity for improvement and innovation. Our goal is to systematically analyze and prioritize these needs based on their impact and feasibility, ensuring that we address the most pressing and transformative opportunities.

Moving forward, we are currently focused on addressing a specific, local need within the host department while simultaneously validating and refining the other identified needs. By engaging with healthcare professionals and stakeholders, we aim to better understand the underlying causes and potential solutions for each challenge.

Killing our darlings

By week 5, we plan to narrow our list down to 2-3 validated needs that show the greatest potential for impact. This validation process involves conducting interviews, analyzing data, and ensuring that the needs we focus on are both significant and solvable. Once we finalize these top needs, we will move into the next phase: selecting one need to develop into a viable solution. This will involve brainstorming, prototyping, and testing potential solutions to ensure they are both effective and implementable within real healthcare settings.

My team and I.

The most profound experience in my learning journey has been witnessing the power and potential of interdisciplinary collaboration. In clinical practice, healthcare professionals often work within their specialized silos. In the BioMedical Design program, I have had the opportunity to work closely with experts from diverse fields, such as engineering, design, business, and technology.

This collaboration has shown me that combining different perspectives, skills, and ways of thinking can lead to innovative solutions that no single discipline could achieve on its own. For example, a clinical problem that might seem insurmountable can be approached in a completely new way when viewed through the lens of an engineer or designer. This cross-disciplinary approach has deepened my appreciation for teamwork and highlighted how innovation thrives at the intersection of different fields. I’m eager to continue leveraging these collaborative experiences to create impactful healthcare solutions.

5 years wiser in only 10 months!

The BioMedical Design Programme (BMD) is an intense 10-month experience loaded with tons of

invaluable learnings. Here are some of the reasons we, Team Inventricle, think we got 5 years wiser in 10 months.

Facilitator of the week

Since interdisciplinary teamwork is a cornerstone of the BMD programme, there was a lot of

excitement leading up to the team announcement and team building seminar. We were lucky to

be placed in a very diverse team, with both engineers, doctors and a nurse. At the seminar we

were introduced to the phases you have to go through to become a high performing team –

Forming, Storming, Norming and Performing. Like most other teams we also had to go through

these and it wasn’t always easy. But we learned a lot about each other and our team dynamics

along the way. One thing that we implemented was to have a “facilitator of the week”. That made

sure that everyone had the opportunity to plan and direct the team in the tasks at hand, and we

learned that our team worked a lot better when someone explicitly took the role of facilitator.

Get out of the building

Working with MedTech innovation you have to leave the office space. No matter if it’s about validating needs, ideating concepts, or testing prototypes, getting out of the building is an essential activity to master. It’s almost a philosophy or way of working that will influence most activities and make sure you don’t base decisions on assumptions. However, you have to be smart about how you talk to patients and clinicians as they can easily lead you down the wrong path if you don’t phrase your questions the right way. To do this right, we found “The Mom Test” by Rob Fitzpatrick to be a fantastic resource.

See one, do one, and raise the bar

During the programme, a general learning concept is the “See one, do one” concept. Monday

could be filled with inspiring teaching from domain experts, and then the rest of the week is for

you to go out and try what you’ve learned in your specific project. This is an excellent way to

make knowledge stick with long term memory. In addition, outcomes are frequently shared

between the teams to inspire each other. A sense of healthy competition among the teams

helped us all raise the bar for what can be done, like going across the planet to validate a need or

meet with key opinion leaders.

You make your own calls

On paper, the creative skills phase is about how to generate ideas. The tools to facilitate this are thoroughly taught, but our favourite takeaway from this phase is the mentality of being our own autonomous design team. No matter the tool, it’s our responsibility to stay agile and modify those tools to best test our hypotheses.

Never too late to pivot

During our time at the programme we have heard many tales of all the amazing pivots that have

happened in the previous cohorts. Luckily, we got to try one ourselves as well, and hopefully it will

be added to the list that the future fellows will hear about.

We only had about 6 weeks left before the final pitch when we decided to pivot and focus on

children with urinary incontinence instead of collection of urine samples, so we had a lot to do in

a very short time. But we learned that this time we could really divide and conquer because we

had learned so much the first time around. It made it a really fun and exciting experience to try

and get as much as possible done in such a short time. We managed to talk to a lot of

stakeholders and interview several parents and children in both Denmark and the USA. We even

did a Facebook campaign to understand more about our potential customers and the willingness

to pay.

Pitching

All of this led us to the culmination of the programme, which was the final pitch. All through the

programme we have been training our pitching skills both formally and informally. This is such a

valuable skill no matter what you do – to be able to clearly communicate a need and idea to

anyone no matter what their background is, and in a way that they will remember it afterwards.

So, what now?

At the moment we are wrapping up our project and our time at the programme. No one from the team is continuing on with the project as of now. Instead, we are handing over the IP and all of our knowledge in this area to the BMD programme. We do this because we want to share what we have learned and so the project can continue to live on if any students or future fellows want to continue some of the processes that we started.

We are excited about our future. Frederik and Christian already landed jobs at Duckwise and Trifork respectively, and will continue a journey within Digital Health. Gulcin and Nanna are still looking for the right match workwise. Nanna is looking for a job where she can combine her nursing background with all the new skills she got as a Biomedical Designer.

How to pick up electronic skills

While I am not experienced with tech-things like 3D-printing, digital prototyping or electronic devices, I am certainly always up for a challenge. I love learning new skills and for this reason, I was particularly excited about the prototyping workshops, we had as part of the Creative Skills Phase.

My background is nursing but…

I am Nanna. Before joining the BioMedical Design Programme, I worked at Aarhus University Hospital for six years at the Department of Endocrinology and Internal medicine. Most recently I worked at the Department of Mother and Child.

Working as a nurse involves numerous different tasks, and many are very hands-on. I have always enjoyed working with procedures such as insertion of catheters and feeding tubes because they require a certain dexterity and specific skills.

In my private life, I also love creating things with my own hands and learning-by-doing, that being knitting, gardening, or putting up lamps and shelves in my home.

I want to challenge status quo

Teambuilding exercise outside the Aarhus office

I applied for the BioMedical Design programme because I sought to broaden my horizons and challenge myself professionally. In my job, I felt I was beginning to increasingly accept bad or mediocre solutions because of the narrative “that’s just how it is”.
I want to continuously be able to challenge the status quo and therefore the BMD programme felt like a perfect match for me. Learning about design thinking and improving my skills as a facilitator have been some of my favourite parts of the programme so far, and these are skills I will be able to use in my future career, whatever it may bring.

Going on a learning journey

On March 10th, 2022, my teammate Gülçin and I took a train from Aarhus Central station at 5.55 am. We had a long day ahead of us. We were scheduled to visit the Danish Technical University (DTU) in Lyngby and spend the entire day being introduced to the Aduino platform. At DTU we met Jacob Pedersen who described himself as an electronics design engineer and all round hacker. He assured us that he was used to teaching coding to kids at summer camps, and it would be easy-going.

The AHA-moment

We were handed our own kit to start building electronic prototypes, where Jacob quickly got us started on the basics of coding. This is when I remembered that kids are very fast learners, and I really had to focus to keep up with the pace. During the day, I got to experiment with making electronic motors and displays, and by the end of it, I had made a pulse oximeter work on my own! It was an incredible feeling to have made this even though the coding was too advanced for me to comprehend fully at this point.

Knowing the electronic field is good

I am still far from being a programmer, but this was such a cool introduction to an area that I had no prior knowledge about. Now I know that it is possible to do various electronic prototypes without spending significant money or time on it! We are currently experimenting with ultrasound modalities in my team, but since our concept and idea is constantly evolving, we cannot know if we will pivot into a new solution next week. Luckily, we have an electronics-engineer with experience in this field on my team, but the insight I got into coding and user design really benefits me in a way, that I too can be a part of this.

Future possibilities

We are now in the Commercial Skills Phase with the focus of further developing our solution while concomitantly looking into our Intellectual Property, business models and funding strategies. We have a lot of things to do in the next few months, and I am excited to see how far we will be with our solution by the end of the programme.

Need some answers?

Webinar about the BioMedical Design Programme

Webinar about the BMD programme with managing director Sys Zoffmann Glud and fellows Lene Ladegaard and Kasper Linde from the 2019/2020 cohort.

If you have unanswered questions about the BioMedical Design Novo Nordisk Foundation Fellowship Programme then you should watch this webinar. It can tell you more about the learning process and some examples of why people have applied, and what they think about the learning process.