Photo by: Van Harte Gefotografeerd
Elza, what made you introduce role models into your teaching?
“Well, in our medical pathophysiology course, we teach students about the human body and what happens when it gets sick. However, the course is taught by teachers that are themselves completely healthy. And I found it was a missed opportunity.
I wanted to introduce role models. People who inspire. And since many students aspire to become scientists, I invited successful biomedical researchers to share their journeys. But these scientists also live with a medical condition themselves. They don’t just talk about their diagnosis, they share their career paths, challenges, and achievements.
Learning from a textbook is one thing, but hearing directly from someone who experiences a condition makes it real. For students with a condition, it’s empowering to see someone like them thriving in science. And for those without one, it challenges assumptions, showing that a medical condition doesn’t define someone’s abilities or limit their success.”
Was it difficult to find scientists willing to participate?
“At first, yes. A medical condition isn’t something you list on your CV, so I had to reach out personally. But I found that once I explained the purpose, many scientists were eager to participate. What really helped was showing them that they weren’t being invited because of their condition. They were invited because of their expertise, with their condition adding valuable lived experience.”
What types of scientists have shared their personal and professional journeys in your classes?
“We have role models with kidney disease who have undergone transplants, scientists with mental health conditions like anorexia or anxiety disorders, a researcher in a wheelchair. Others have cardiovascular disease or conditions like long COVID or malaria.
Their experiences align with different physiological topics, which makes them a natural fit for the curriculum. When we discuss the heart, kidneys, the brain, or immunity, students aren’t just learning abstract concepts. They hear directly from someone living with that condition.”
This project seems deeply personal to you. Why is that?
“I am one of the role models myself. For years, I was hesitant to talk about my condition because of stigma and assumptions. But when I became a teacher and mentor, I realized many of my students had similar conditions and were ashamed of it or worried it would hold them back.
One day, I started sharing my own experience with my students. Their entire expression changed. It was as if they suddenly saw a different future for themselves: ‘If you can do it, maybe I’ll be okay too.’ That moment showed me how powerful representation can be.
Being open about my condition doesn’t make me weaker. It makes me a role model. When I first shared my story to a group of students, it was a bit scary, but it turned out to be the best lesson I’ve ever given.
So, a medical condition doesn’t define who you are; it’s something you learn to navigate. The more we talk about it, the more we break down stigma. And that’s exactly what this project is about.”
