Curiosity at Erasmus MC

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Introduction

Based on Professor Robert J. Baatenburg’s statements, we assume the organization may run a risk of facing a problem with the stimulation of curiosity among the students. Thus, as far as curiosity issues are concerned, there is an implication that this situation might be recognized as a “crisis”. In this aspect, the organization can be placed in the crisis quadrant of the adaptive Cycle.

Figure 3: Erasmus MC Curiosity positioning in the adaptive Cycle

Non-human challenges to curiosity

Guidelines as necessity (balance between practice and creativity)

Protocols vs. flexibility (protocols save time and make your life easier)

Bureaucratic barrier to curiosity (experiments / operations are protocoled)

Organisational and human challenges to curiosity

Cultural inhibitor to curiosity (first name basis / formalities)

Challenging case - Patient (as partner)

Students don’t question decisions / teaching techniques


For further information regarding the Company, the Interviewees, the Interview Structure or Reflections obtained during the process, see Case study Group 2.

For further information regarding the role of Curiosity in the Adaptive Cycle go back to Group 2 Student Lecture.