Course syllabus

Course-PM

ACE470 ACE470 Healthcare architecture 1 lp2 HT24 (15 hp)

Course is offered by the department of Architecture and Civil Engineering

Contact details

Teachers:

GL Göran Lindahl (Chalmers), Examiner

ML Marie Larsson (Chalmers/ Region Örebro län), Tutor

LT Lin Tan (Chalmers/White Architects), Tutor

Guest Lecturers:

Cristiana Caira, Henrik Magnusson, Filip Rem from Healthcare studio 2

Johanna Eriksson (Chalmers/ Sweco)

Helena Fernberg (Sweco)

Sofia Park (Link)

Representatives from Region Skåne

Technical support and admin:

Ásgeir Sigurjónsson (Chalmers)

+46(0)76 407 1208

asgeir.sigurjonsson@chalmers.se

Introduction / Course purpose

The objective of the course is to disseminate academic and profession-based knowledge concerning buildings for healthcare. Additionally, it aims to support the development of design abilities for buildings with healthcare activities that are integrated and responsive to relevant contextual aspects (eg. 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 need to consider quality of design, coordinate design to accommodate patient needs while taking into account staff and work environment requirements. Challenging and complex working 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, students will be tasked to design a medium-sized healthcare facility within an existing building structure. The projects will be related to real stakeholders and client needs.

Specific entry requirements

As outlined in the course content, the complex brief within the Design of Public Buildings course is recommended for students with prior experience in complex building design (main background in urban design, spatial planning, landscape Architecture or interior design).

Learning outcomes:

Upon 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 social context.
• Demonstrate understanding of different areas of knowledge, from the urban context down to detail design, and how they are integrated in design of environments for healthcare.
• Understand the meaning and implication of designing healthcare facilities in collaboration with stakeholders and users.

 

Skills and abilities

• Be able to design facilities for healthcare activities, considering all aspects of sustainable development from an environmental, social, and economic aspects.
• Be able to design facilities for healthcare activities in professional collaboration and dialogue with stakeholders and users.
• Be able to apply and test a design-driven work method for complex commissions.
• Demonstrate a capacity for teamwork with a brief that encompasses spaces for care, patient experiences, work environment considerations, logistics and systems thinking.
• Be able to integrate structural design and technical requirements that are essential to fulfil the goals of function, sustainability and future proofing.
• Demonstrate a capacity to communicate to different stakeholders and colleagues via presentations, using the entire repertoire of architectural media and methods to present reasonings and work conclusions.

 

(Ability of) Assessment and attitude

• Demonstrate the ability to adopt a holistic view from a profession-based perspective and make judgements and appraisals informed by the relevant disciplinary, aesthetic, social, and ethical aspects.
• To integrate the needs of all user groups as a foundation to create benchmark proposals which are durable and of best practice standards.
• Be able to show intent and ability to identify needs for further knowledge development and undertake on-going refinement of one’s skills.

Course design / pedagogical approach
The course has a curriculum that is founded on a dedicated pedagogical vision. It combines explorative design exercises with analytical and systematic procedures, literature studies and organized reflection.

The course pedagogy is based on design work and reflection based on data and information from literature and other texts, study visit, observation, and interaction in the studio. Students are expected to take responsibility for individual and group performance. Active participation in groups and studio work, workshops, lectures and discussions is required

The overall pedagogical approach in the course is to view architectural design work and learning as model-making and reflection in and on action. Emanating from this approach, two methodological strategies have developed as a model of design learning in the course:

• Design learning as reflection in/on action
• Collaborative design to support innovation and teamwork
  
  

The studio is organized to allow for a clear and productive design process. It has a design driven approach for understanding and coordinating the complex assignment. A series of lecture blocks are interwoven with studio work so subsequent knowledge gained is integrated into the design project.

 

Course design content and progression
The course is based on independent studio work in groups combined with supervision and lecture blocks. There are five lecture blocks (LB) at the beginning of the course. These consist of lectures and design workshops. Each subsequent lecture block increases in complexity and builds upon the knowledge gained in previous blocks. Physical attendance is compulsory, and no digital links will be provided for the lectures.

LB1 Introduction to healthcare architecture and site visit

LB2 Understanding the brief and stakeholder’s requirements

LB3 Analysis of flows, connections and site.

LB4 Evidence based design, health promotive design and findings from research

LB5 Generality and flexibility in shell and core design

 

Key milestone as follows:

Week 45 - Course start and group work

Week 49 - Mid-critique presentation

2025, Week 2- Final report submission

2025, Week 3 - Final presentation

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, tutorials and seminars, interwoven with the design work.
• Reflections/workshops connected to different themes are planned, to ensure the input of skills such as critical reflection, architectural theory, and building 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 into 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, 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, exercises, study visits, design work, tutorials and critics, students are trained in both practice-related, problem-oriented approach and design thinking.

 

Collaborative group work applies, but grades will be allocated on an individual basis. This takes into account participation in studio work and project groups, presentations and the final report.

A studio space is allocated on Level 5 (map provided separately).

Tutoring/supervision and workshops

The course comprises Lecture blocks followed by a workshop.  Sketch iterations done within the workshop is a method of problem-solving, documenting and exploring ideas through integration of previously gained knowledge from the lecture. The resulting work will be presented, with an emphasis on peer-to-peer learning.

Two tutoring sessions per week. 45 min each tutoring session. All tutoring and presentations will be held IRL at Chalmers, except for Marie Larsson who will offer digital tutoring every alternate week.

Schedule
A detailed course PM will be presented 1 weeks before course start on  Canvas/Files/Course information/Course PM

as well as Canvas Calender

ntegrated learning

Healthcare Studio 1 (HS1) is closely related to Healthcare Studio 2 (HS2). Both HS1 and HS2 will have common lectures blocks, workshops and presentations according to the days listed in the schedule. It is intended that this course forms a preparatory foundation for the Master’s thesis within the healthcare track.

Communication & Resources

Canvas will be used to communicate and share all material and deliverables during the course.

Examination form

Detailed deliverables for each presentation will be described 2 weeks before course start.

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

The evaluation criteria are:

1. The project’s vision and aim.
2. Context.
3. Sustainability.
4. Concept.
5. Design.
6. Method.
7. Presentation.
8. Participation and teamwork.
   
   The course is graded F, 3, 4 and 5.

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 individual participation and engagement in teamwork and studio activities.

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 individual participation and engagement in teamwork and studio activities.

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 individual participation and engagement in teamwork and studio activities.

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 individual participation and engagement in teamwork and studio activities.

Course literature

The Architecture of Hospitals. Coor Wagenaar (ed), NAi booksellers,Rotterdam, 2007.
The Power of Architecture - Towards Better Hospital Buildings, Hennu Kjisic, Studies in Architecture 2009/41 Public Building Design
Roger S. Ulrich, et al. A Review of the Research Literature on Evidence-Based Healthcare Design, HERD Vol. 1, No. 3 SPRING 2008
Investing in Hospitals of the Future (2009), The European Observatory on Health Systems and Policies.
Project Programme New Karolinska Solna (2008) - Stockholms Läns landsting
Ryd, N. (2003) Exploring Construction Briefing, from Document to Process, doctoral dissertation, Department of Space and Processes, Chalmers University of Technology, Gothenburg, Sweden.
Fröst, P. (2004), Designdialoger i tidiga skeden, PhD diss, Chalmers pp21 -58

Changes made since last year
A new structure for the Master’s program at Chalmers was introduced in Autumn 2023. In the Autumn 2024 program, HS1 and HS2 will address two completely different project briefs.