"The instrument maker can talk to anyone"

What kind of projects do you work on?

Stef Vink: “Practical assignments are our standard. These usually involve projects lasting 10 to 20 weeks, in which a question from the field is developed into a prototype or production model. We often carry out these projects in collaboration with other educational institutions, such as universities of applied sciences and universities. This way, we can achieve a complete realization within 10 to 20 weeks.”

Curriculum expert Robin Hollebeek adds: “In recent years, we have been involved in many different projects within medical technology. For example, we developed a surgical forceps that can not only grasp something but simultaneously deliver an injection for anesthesia. This reduces the number of injections needed, which is especially important for sensitive body parts.

We also develop products to clean medical equipment efficiently, such as special cleaning techniques for the robotic arms of the Da Vinci surgical robot. Additionally, we worked on holders for small cameras that can be inserted into the small intestine via the stomach. These holders provide good grip and precision during use.

These examples give an idea of the diverse medical technology projects we have been engaged with in recent years.”

There is increasing attention to involving vocational education (mbo) in university of applied sciences (hbo) and scientific education and research. How do you manage to involve LiS so actively in this?

Stef Vink: “I think this mainly has to do with our origin. LiS was originally founded by Kamerlingh Onnes, who needed specialized instrument makers for his scientific research at Leiden University. Until 1995, we were officially part of the university, and although we have been independent for quite some time now, those close ties with the university and the professional field have always remained. We also work intensively with hospitals, TNO institutes, and similar organizations. All our practical assignments come from that network.

We have more assignments than students, so companies have to pitch their projects and students can choose what they want to work on. This gives us a strong position in which our students can contribute to very challenging and practice-oriented projects.”

What role does LiS, as a vocational education institution (mbo), play in collaboration with scientists and universities of applied sciences (hbo)?

Stef Vink: “The main aspect we focus on is manufacturability. Scientific research often focuses on coming up with a solution or a new instrument without immediately considering whether it is technically feasible. This is exactly where mbo plays an important role.

Earlier this year, for example, we hosted 125 students from TU Delft to test their initial designs for manufacturability. Our students challenged them with practical objections, such as the fact that a right angle on a drawing may seem logical but is difficult to produce or not functional in practice. In this way, we bring those worlds together daily.”

They can anticipate and understand where the challenges lie in a design, product, or prototype. But they can also talk to the patient undergoing the procedure who has experience with it. That is precisely what makes the instrument maker so special: they bring all these worlds together and try to create a well-fitting prototype based on that."

How could collaboration between 'mbo', 'hbo', and 'wo' be improved in general?

Robin Hollebeek: “Currently, mbo, hbo, and wo often stand in a hierarchical line one after the other. This should be a triangle. If an innovation process for medical technology goes from wo to hbo and then to the workplace, a big gap can arise. Because if you don’t know what is possible with machines and equipment, you can design whatever you want, but you will never get the maximum out of it.

When scientists and instrument makers work side by side, they better understand each other’s problems: production is about manufacturability and available materials, tools, and machines; for hbo students it is about the responsibility to calculate the product within legal frameworks; and the scientist wants a user-friendly product that does what the innovation is intended for. When you work this out in a line, much information is lost.

By working alongside each other, there is room for good communication and thus a greater chance of success. We try to promote that interaction, so that the instrument makers share their findings with the scientists again, ultimately resulting in a more promising product.”

Stef Vink: “It is important for students to thoroughly understand the problem statement at the start of a project. The scientist mainly thinks about the application and the hbo student, for example, about laws and regulations. That is why we train our students to clarify beforehand what requirements the final product must meet: should it be sustainable and recyclable, for example, and what are the legal frameworks regarding safety? For a successful realization, this is crucial, which is why this is an important part of our new elective.”

What can scientists learn from mbo?

Stef Vink: “I think especially a pragmatic approach. In our program, we follow a fixed process to develop a prototype, and we go through those steps consciously and for a reason. It’s not just about what you do, but also why you do it, so that you ultimately arrive at a manufacturable and practical product.

We'll keep looking for another way until it works. That mentality is deeply ingrained in our education system.

Additionally, we are very solution-oriented. If something doesn’t work, we keep looking for another way until it does. That mentality is deeply embedded in our education and we are happy to share it with the partners we collaborate with.”

What do you hope to achieve with the collaboration within Medical Delta?

Stef Vink: “First and foremost, we hope to work together with Medical Delta to develop the content and structure of the elective in our program. The elective covers 240 hours, half of which is filled by the professional field: hospitals, manufacturing companies, research institutes, or specialists in the field. This way, our students receive direct input from professionals in practice, which is incredibly inspiring.

From these contacts, concrete questions often arise, which our students can turn into project, internship, or graduation assignments.

So this exchange works both ways. We deliver graduates who are much better prepared to work in medical technology. We also hope that this profile becomes more attractive to a new target group—especially girls—who tend to be more drawn to medical applications than, for example, aerospace or high-tech manufacturing environments.”

Are there consortium members within MIMIC from whom you have learned something?

Stef Vink: “For me, this is partly a new world. MIMIC is already a great network with a lot of specialized knowledge and experience, so I learn a lot. What surprised me is that the collaboration is sometimes still limited. In our practice, it is quite natural for scientific research, design, and production to work closely together. The complexity of the process from idea to application in a hospital has really made me realize how essential collaboration is throughout the entire chain.”

Within Medical Delta, and therefore also MIMIC, collaboration between different disciplines and fields of work is central. Why is that so important?

Robin Hollebeek: “It is essential that users, designers, and developers understand how a product is actually made and what limitations come with that. It is precisely through that collaboration that bottlenecks become apparent: where are the real limits in design, use, and production? You only gain those insights by bringing all involved parties together.

This is often an overlooked aspect. We take it for granted that medical devices are sterile and ready to use, but a huge challenge precedes making that possible. It is important to raise more awareness about this.”