Daantje
Daantje talked about her co-schappen: a hospital internship, which is a period of three years, where students spend 3 to 6 months in different sectors (like neurology, IC, childcare, etc.) and hospitals at a time. That’s where Medicine shifts from facts in a book to real-life experiences.
Who is Daantje?
Sporty
Empathetic
Impatient
Perfectionist
Daantje
Studies Medicine
22 years old
From the Netherlands
“I will always find something to do, I can never stay still.”
Brainstorming
In order to gather valuable stories and insights to shape our VR solution, we had to collect a little more information on the students’ curriculum. What do they do exactly, what drives them, and what do they think is lacking? Finding out their wants and needs. We guided participants with and without VR experience in exploring different applications and had them share their thoughts through guided questions and a short brainstorm. Here is a short passage:
"Did you feel comfortable trying VR in your home?"
"I'm glad nobody saw me and I was at home. I was still a bit scared of walking into the walls. I think I would feel more comfortable seated."
"I heard that your prior VR experiences weren’t that great, can you tell me why?"
"I was watching a video of a doctor delivering bad news to a patient. We couldn’t do anything—just watch. The VR didn’t add anything."
Let's get drawing
We believe that drawing helps unleash creativity that might not come up otherwise. We asked them to think of their wildest VR-dreams. Even though we kept getting the same reaction, “I can’t draw!”, they thought up fascinating and innovative ideas. Afterwards, we analyzed the drawings and sketches, and based on them, we created new illustrations that tell the story they wanted to express. The sketches weren’t the final result, but a tool to spark creativity. If you would like to see the drawing Daantje made, click here.
Inside Daantje's imagination
Course Daantje believes needs change: Clinical Internships
During the 'co-schappen', students rotate through various departments in different hospitals, transitioning from theory to hands-on clinical experience.
Of course, it makes perfect sense that students aren’t allowed to just perform operations on their own — that would be incredibly dangerous. They still need proper supervision and years of training before they can safely take on that kind of responsibility.
That’s why students now are kept at a distance during surgeries.
Solution: In virtual reality, students can observe surgeries or even try performing them in a simulated environment. Of course, this isn’t enough to become a surgeon, but it can help build confidence and provide useful knowledge that supports their learning process.
It can also take the form of a game, where students can try again and again, without real-world consequences if they make mistakes. Failing a surgery in VR isn’t a problem it’s part of the learning process. It creates a safe and engaging environment where students can practice, experiment, and build their skills.
Long story short
What if medical students could safely practice surgery, build confidence, and develop essential skills in a risk-free environment? In virtual reality, they can enter simulations where trial and error is part of the process. Mistakes won’t harm patients: they will improve understanding. Whether it’s suturing, handling instruments, or responding under pressure, students can repeat scenarios endlessly. VR gives students the opportunity to make the transition from observer to participant in a meaningful way.
While researching, we found an app that really resonated with 's idea.
The app Osso VR explores how virtual reality transforms surgical training making learning more immersive, effective, and accessible in the healthcare field. A great example of how VR can create a safe space for practicing complex skills.
