Education
The Faculty of Health, Medicine and Life Sciences (FHML) offers a wide range of bachelor's programmes, master's programmes and courses for professionals. Students learn in a small-scale, interdisciplinary environment where they collaborate with one another and with staff from all over the world. The CCCS principles form the pedagogical foundation: constructive, contextual, collaborative and self-directed learning. In this way, students develop skills such as critical thinking, collaboration and a people-centred approach, and prepare themselves for a career across the entire health and care continuum.
The foundations for education at FHML were established more than 50 years ago with an innovative medical degree programme. The educational model developed at that time – Problem-Based Learning – still forms the foundation of Maastricht University. Since then, educational innovation has been in the DNA of the Faculty of Health, Medicine and Life Sciences (FHML) and has become one of the faculty’s distinguishing strengths. Educational research, new insights into learning and teaching, and societal developments lead to innovations that are scientifically substantiated, practice-oriented and scalable. Examples of this include programme-based assessment, competence-based training and the use of AI in education. This expertise is developed, among others, within the School of Health Professions Education and the Department of Educational Development and Educational Research. In this way, FHML continues to contribute to the development of education in the field of healthcare and health.
Ahead through innovation
Innovation is an ongoing process driven by a robust quality assurance cycle. This ensures that our teaching continues to evolve, both in terms of content and teaching methods. Students learn as much as possible from realistic, practice-oriented situations. Changes in the professional field are incorporated into the curricula. In this way, we prepare students and professionals to tackle today’s complex challenges in healthcare. Where the practice requires it, we develop new programmes such as the bachelor's programme Regenerative Medicine and Technology and the master's programme Health and Digital Transformation.
Focus on student development
Students are encouraged to develop both personally and professionally. In the majority of FHML programmes, this key competence is monitored, supported and assessed using a digital portfolio. In addition, all bachelor’s students are assigned a mentor to guide them and to receive training in effective study skills through Study Smart, an interfaculty educational innovation project used nationwide. There is also a team of student advisers who provide support to students who need it. They help students regain control of their own studies. Topics such as dealing with perfectionism or Acceptance and Commitment Therapy are covered here. This takes place on an individual basis, as well as in group training sessions and workshops.
Educating in and for society
FHML’s programmes are firmly rooted in society. Societal issues such as prevention, climate and health, person-centred care and an ageing population form an important part of the curriculum. Students tackle real-world issues through, among other things, the Lifestyle Medicine and Sustainable Health Care minors, the social placement within the Medicine programme, sector placements within Health Sciences, and thesis research for external partners. Thanks to close collaboration with regional and international educational and healthcare institutions, local authorities and other societal partners, the degree programmes are closely aligned with professional practice. Students are prepared to work together to shape the future of healthcare.
Educational innovation has been in the DNA of FHML and has become one of the faculty’s distinguishing strengths.
Our education stories
How do we innovate, and how are our staff and students involved? You can find out in our education stories. Curious about all the stories? Read the latest edition of Education Matters magazine, published by the Institute for Education.
The doctor’s coat with extra pockets
Maastricht University implemented the first internship in the Netherlands where students participate for 8 weeks in a team within a societal or healthcare organisation, without their white coat.
The implementation of data science in Biomedical Sciences
The introduction of data science into Biomedical Sciences began as a bottom-up initiative by the teaching staff. It was the accreditation committee and the quality assurance cycle for the degree programmes that acted as catalysts and accelerated the process.
A clinical rotation in Ireland enriches you as a person and as a future doctor
Since March 2025, medical students in Maastricht have had the opportunity to undertake a clinical placement in Ireland.
The delayed diagnosis of endometriosis
If health should be approached holistically, the same applies to health research. Beyond the medical aspect, disease and treatment have societal, economic, psychological and cultural determinants that need to be included in research.
Students committed to improving healthcare in Ghana
As well as their studies, some students are also involved in community projects. This is certainly true of these medical students, who are active within the MUSTANGH Foundation: a student charity dedicated to supporting St Anne’s Hospital in Damongo, Ghana.
The ties that bind between people with dementia and their caregivers
Lotus Ariëns, a recent graduate from the master’s programme Healthcare Policy, Innovation and Management, received the Catharina Pijls Incentive Prize 2025. Lotus researched the perceived involvement and care burden among family caregivers of people with dementia at green care farms and traditional nursing homes.
Karen Könings receives the EDlab Innovation Award
Karen developed the Co-Creation Tree Tool to encourage co-creation in education.
More than a student job: five alumni about their unique role in groundbreaking vascular research
MAPEX is an extracurricular activity that researches aortic aneurysms and allows students to work alongside researchers and clinicians with the same level of responsibility they’ll have later in life.
The Societal Impact Project
The ‘Societal Impact Project’ is an annual extracurricular activity, coordinated by Dr Raffaele (Raffa) Altara, and organised for first-year Biomedical Sciences students. The aim of the project? To encourage students’ intrinsic motivation to work on socially relevant issues.
The new curriculum of Healthcare Policy, Innovation and Management
The master’s new, competency-based curriculum is fully aligned with the labour market and provides you with the necessary knowledge, skills, and professional development to contribute to the sustainable healthcare system of the future.