The first years of the university in Maastricht looked very different. The main building was located on Tongersestraat, now home to the School of Business and Economics (SBE), and was still shared with Rijkswaterstaat (the Dutch Directorate-General for Public Works and Water Management). It was the beginning of something entirely new and innovative, where both staff and students were closely involved in its development. “As first-year students, we were involved in everything because the staff were still figuring things out. It was all new,” Job recalls. It was a pioneering time where students and lecturers worked together on something still in its infancy. “Most staff came to Maastricht specifically to help build this new programme. It was a challenge.”

Innovation with Problem-Based Learning, Progress tests and the Skillslab

Studying in small groups based on case studies, rather than passively listening to lectures, formed the foundation of Maastricht’s pioneering Problem-Based Learning (PBL) system, a method unique to the university. Tutors, who guided these groups, served more as facilitators than traditional lecturers. “Each tutor had to learn to get a process going. It wasn’t about steering or giving the answers; you had to ensure the group kept working,” Job explains.

This innovative approach came with challenges. How could you translate case studies into the required knowledge for students? And how could you assess what students had learned when everyone studied different aspects of the cases? “The staff were also trying to figure out how to do this. They told us: in those tutorial groups, you can study what you come across. But students who had studied something else, which was relevant to their field, were effectively penalised for not learning exactly what the planning group thought they would learn,” Job explains.

To prevent students from being disadvantaged, exam questions had to cover all aspects of a specific topic or theme. This led to the development of the progress test, with questions designed to match the final level of the programme. “That was, of course, very strange and new,” Job explains, “because you knew in advance that you’d be asking students questions they most likely wouldn’t know the answers to.” The idea behind the progress test was that students, by taking this test multiple times a year, would be expected to show clear progress. Hence the name ‘progress test.’ This method proved so effective that it was adopted not only in the Netherlands but globally.

Another major innovation Job proudly mentions is the Skillslab, where students got the chance to practise practical skills before interacting with real patients. It meant they didn’t have to wait until their fourth or fifth year to gain hands-on experience but could start much earlier in their studies. “You’d practise on models and with each other, long before examining actual patients,” Job explains. The Skillslab was a hallmark of Maastricht University, something uniquely characteristic of its approach. Over the years, it has been continuously refined and developed, earning significant international recognition and inspiring similar initiatives worldwide.

Atmosphere and camaraderie

As one of the first 50 students – ultimately 49, after one student left on the very first day – the atmosphere was vastly different from that of today’s university with 20,000 students. Students often worked in the same groups, knew everyone in their year (sometimes too well), and the distance between students and staff was much smaller. “It’s hard to put into words what the atmosphere was like back then,” Job says.

To paint a picture of student life during his studies and how Maastricht was perceived in its early years, Job shares an anecdote about a sports event in Enschede for all first-year medical students from universities across the Netherlands. "There were about 30 of us who travelled to Enschede. With such a small group, we participated in a wide range of sports. Unsurprisingly, we finished dead last because we didn’t win anything. The other faculties looked at us and thought, ‘Oh, here come those Maastricht students with just 30 people,’” Job laughs.

The young university quickly built a reputation, not only in the Netherlands but also internationally. For Job and other students, this meant that trips abroad were not uncommon. "Many people from abroad came here to see what we were doing," he recalls. "We, as students, would then be called upon and asked if we wanted to have a sandwich with the delegation. We were often invited to visit them as well." Job adds, "I travelled to talk about education and to take part in a student group. For example, a number of students and I travelled by minibus to Bern to explain how the education system worked in Maastricht."

Along with all the travel, the students also received plenty of attention in Maastricht itself. "On the official opening day of the university, we, as students, were of course part of the celebrations. We were welcomed at the provincial government building by the governor and at the town hall by the mayor. We were given gifts, and in the evening, there was a small party on Tongersestraat. Later, we stood in the Tribunal among all the professors and their wives," Job recalls with a smile.

Part-time jobs at the university: From clearing attics to supervising

Alongside their studies, students played an active role in the day-to-day running of the university. Many had part-time jobs that gave them a unique connection to their education. Job explains: “For tasks like clearing the attic of the main building, students were brought in through the temp agency. Or in the Skillslab, where models of the heart and torso, with descriptions in English, had to be translated into Dutch. You’d get asked, ‘Who wants to do this?’ Can you imagine being asked that? If you take it on, you learn a lot and get paid for it.” Students were also involved at formal events. “For example, we worked behind the bar during faculty council meetings, and afterward, we had to serve drinks,” Job recalls.

Students also played a role in the daily use of university facilities. Job remembers: “The Study Landscape (now the Mensa on TS 53) was basically our study area, because the library was still very small,” he says. “It had to stay open until 9 p.m. because, of course, students had to keep studying. But it was much cheaper to have students act as supervisors. So, I could supervise while studying.”

Even after graduating, Job Metsemakers remained closely tied to Maastricht University. He joined the university in 1981, and from 2002 onwards, he served as a professor and chair of the Department of General Practice. "What I enjoy most is that I’ve been able to inspire a number of students in their careers," Job says. "Just as I, if you like, built my career thanks to people like Riet Drop and especially Evert Reerink, I’ve also made sure that students had the opportunity to intern in the right places and received proper guidance. You hope that they, in turn, will take up the baton and pave the way for their future colleagues."

Maastricht has played a significant role in the global transformation of medical education. Even before the first cohort of Maastricht students graduated, several universities from different countries had formed a collaboration, which was initially known as "the Network." It is now recognised as The Network Towards Unity for Health (TUFH). TUFH is a global network of healthcare institutions focused on improving healthcare and education. The network fostered the exchange of ideas and knowledge and led to changes in healthcare systems across various countries. Maastricht played a central role and held the Secretariat for around 25 years.

"Maastricht’s influence has extended not only to other faculties in the city or medical schools in the Netherlands, but also to many places worldwide, and it remains a leader in this field. People come to Maastricht and ask, 'Can we adopt your curriculum? Can you help us set up our new school?'" says Job.

In 2019, Job Metsemakers officially retired from Maastricht University and began enjoying his pension. However, However, he recently returned to the university: on 28 September 2024, the alumni office of his former faculty organised a reunion for his cohort. Over the years, the bond between the university and its alumni has strengthened, and Job credits much of this to Ine Kuppen. “Ine Kuppen was the right hand of Harmen Tiddens, the first dean. She acted as the link between the 49 students and the staff. After we graduated, and after the next group had graduated, she worked tirelessly to maintain the connection with the alumni. She’s truly the mother of the alumni,” Job explains. He emphasises how important her contribution has been: “The importance of alumni, what they can offer, and the development of all these alumni groups is largely thanks to Ine Kuppen.”