Marlot Kuiper

278 Connective Routines just like I did. It will be more time consuming for sure, but it will provide ‘thicker descriptions’ than a software system can ever give you. Secondly, I showed how the checklist is a socially embedded construct with internal dynamics, which is in turn affected by the bundles of routines it is part of. This finding has implications for implementation. There is no ‘one size fits all’. This work cannot be captured in abstract, general principles, but only becomes visible and tangible in and through practices. Adding to this, there are implications for ‘artefact design’. The findings of this study show that more is not always better. It might be worthwhile to move beyond everyday notions like ‘paper is outdated’, and consider the different affordances artefacts have. They might complement and supplement each other, but they might also work against each other. In theory and practice, behavioural insights – combining insights from PA and psychology - are gaining prominence (e.g. Grimmelikhuijsen, Jilke, Olsen & Tummers, 2017). In designing artefacts, designers are looking for ways to ‘nudge’ users into the right behaviour. Despite of these interesting new directions, I would underline that team dynamics will always be vital. I would therefore argue that if we want to equip professionals to deal with complex work demands, we should not merely focus on introducing (more) artefacts, but on enhancing their skills, capacities and overview, and thus consciously change their behaviour. Recommendations for educators: Develop a minor in Public governance, management, and organisation Rethink training and evaluation as collaborative practices A ‘conscious change of behaviour’ brings me to two recommendations for professional educators. The first one should be relatively feasible to carry out, while the second is more fundamental and requires a longer time span to realize. Firstly, including a minor in Public Governance, Management, and Organisation in the curriculum would be a feasible way to make medical students more aware of organisational processes and train them to be more ‘organising professionals’. Naturally, clinical knowledge and experience are crucial in becoming a doctor, but this dissertation shows how organising capacity are of utter importance. Some sensibility of workflows would support them in dealing with complex cases and conflicting demands at the frontline. As collaborations between various university faculties already exist, this ‘connective potential’ should be used to create collaborative educational projects.