Course syllabus for Healthcare architecture 2

Course syllabus adopted 2023-02-13 by Head of Programme (or corresponding).

Overview

  • Swedish nameVårdens arkitektur 2
  • CodeACE500
  • Credits15 Credits
  • OwnerMPARC
  • Education cycleSecond-cycle
  • Main field of studyArchitecture
  • ThemeArchitectural design project 15 c
  • DepartmentARCHITECTURE AND CIVIL ENGINEERING
  • GradingTH - Pass with distinction (5), Pass with credit (4), Pass (3), Fail

Course round 1

  • Teaching language English
  • Application code 05122
  • Maximum participants20
  • Minimum participants8
  • Open for exchange studentsNo
  • Only students with the course round in the programme overview.

Credit distribution

0123 Project 15 c
Grading: TH		 15 c

In programmes

Examiner

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Eligibility

General entry requirements for Master's level (second cycle)
Applicants enrolled in a programme at Chalmers where the course is included in the study programme are exempted from fulfilling the requirements above.

Specific entry requirements

English 6 (or by other approved means with the equivalent proficiency level)
Applicants enrolled in a programme at Chalmers where the course is included in the study programme are exempted from fulfilling the requirements above.

Course specific prerequisites

At least 30 c, including at least one design studio, in the master’s programme Architecture and urban design (MPARC), or the equivalent.

Given the advanced level of the course regarding Design of Public Buildings with complex briefs, students without previous experience in comprehensive building design are not recommended to take this course (main background in urban design, spatial planning, landscaping or interior design).

Aim

The aim of the course is to disseminate academic and profession-based knowledge concerning buildings for healthcare and to support the development of the ability to design buildings for healthcare activities integrated with applicable and relevant contextual aspects (e.g., sustainability, socio-cultural aspects, briefs, programs, laws, and regulations etc.).

Designing spaces for healthcare is one of the most challenging architectural design commissions architects and planners are faced with as it entails intricate design tasks in which many and often conflicting aspects and parameters must be evaluated, prioritized and tested against a variety of stakeholders affected by the design project in focus. In these projects, architects are needed to consider quality of design, coordinate design in relationship to patient needs and at the same time consider staff and work environment requirements. Challenging and sometimes complex work conditions, requirements for effective and efficient spatial design related to clinical needs, care logistics, advanced technical systems etc. also need to be considered.

During the course the students will design large scale, complex and sustainable healthcare buildings integrated into the surrounding environment and urban setting The projects will be related to commissions that will require interaction with real stakeholders and clients.

Learning outcomes (after completion of the course the student should be able to)

Knowledge and understanding
  • Demonstrate advanced knowledge about history and design approaches/principles of built environment for healthcare as a part of the professional, cultural and societal context.
  • Demonstrate advanced knowledge and critically examine the concept evidence-based design.
Competence and skills
  • Be able to creatively and critically design facilities for healthcare activities that takes its starting point in a sustainable development from environmental, social and economic aspects.
  • Be able to apply and test a design driven work method for complex commissions.
  • Demonstrate the capacity for teamwork with complex briefing, combining spaces for care, patient experiences, work environment considerations, logistics and systems thinking.
  • Be able to apply concepts of "Future proofing"-generality, flexibility and adaptability.
  • Be able tointegrate structural design and technical requirements that are essential to fulfil the goals of sustainability and future proofing.
  • Be able to design healthcare buildings as integrated into the surrounding environment and urban setting, interacting with real stakeholders and clients.
  • Demonstrate the capacity to communicate to different stakeholders and colleagues, via presentations, using the entire repertoire of architectural media and methods, to present the reasoning and work conclusions.
Judgement and approach
  • Demonstrate the ability to adopt a holistic view in making judgements and appraisals informed by the relevant disciplinary, social, and ethical aspects and to integrate the needs of all user groups as a fundament for proposals of long-term and high aesthetic quality.
  • Be able to show intention, commitment, and ability to identify needs for further knowledge and undertake on-going development of the student’s skills.

Content

The course takes its starting point in a combination of explorative design exercises with analytical and systematic approaches and procedures, literature studies and organized reflection-workshops on design decision-making and choices made.

The course works with context-rich "real" commissions that are a part of the planning processes in one Swedish Region together with clients and users. A typical project is a hospital site, a new building, an extension or refurbishment with a significant scale and a complex brief.

Students work in the very early stage of the project and can therefore nourish from the engagement and interests from the client and other stakeholders. The student’s projects might also have a chance to influence the client's process and get opportunities to engage a broader range of stakeholders.

Organisation

The course has a design driven approach for understanding and coordinating the design project assignment.
  • The course includes compulsory participation in study visits, lectures and literature seminar, interwoven with the design work.
  • Reflections/workshops connected to different themes are planned, to ensure the input of skills such as critical reflection, theory and technology into the development of the design project.
  • Research is an important driver in future development of design of buildings and facilities for healthcare. Research is integrated with course content.
  • The design project is organized in work stages which reflect phases in professional practice. The purpose of this is to drive an articulated design process. The design proposal is developed in smaller student groups, in order to train the interpersonal skills of collaboration, communication and critique.
  • During the design process, and connected to the different work stages/phases, compulsory presentations and critique sessions will be arranged to train the ability to present, motivate and critically give and receive feedback from teachers, external critics, clients and other students in order to further develop the design skills as well as the design projects.
  • Through lectures, laboratories, study visits, design work and critics, students are trained in both practice related, problem-oriented approach and advanced design thinking.

Literature

Literature will be announced at the start of the course.

Examination including compulsory elements

To pass the course the complete list of deliverables (presentations to the different critique sessions as well as the final report) must be handed in on time as well as active participation at all critique sessions, lectures, seminars, study visits, tutorials and teamwork is required.

The evaluation criteria are:

A. The project’s vision and aim.
B. Context.
C. Sustainability.
D. Concept.
E. Design.
F. Method.
G. Presentation.
H. Participation and teamwork.

The grade is based on the evaluation criteria A-H.

Failed: The project is clearly unviable. Significant parts of the requested material are missing in the final report and presentations. Unsatisfactory level of participation and engagement in teamwork.
Grade 3: The project is carried out at a sufficient level and is feasible. No parts are missing (additions can be discussed). Satisfactory level of participation and engagement in teamwork.
Grade 4: The project is well executed and well feasible. All parts of the final report and presentations are included and are well implemented. Good level of participation and engagement in teamwork.
Grade 5: The project is very well executed and very well feasible. All parts of the final report and presentations are included and are very well implemented. Very good level of participation and engagement in teamwork.

The course examiner may assess individual students in other ways than what is stated above if there are special reasons for doing so, for example if a student has a decision from Chalmers on educational support due to disability.