Making Creativity Explicit: A Workshop to Foster Creativity in Biomedical Science Education

Autor/inn/en	Kim, Alice M.; Gibbons, Jessica A.; Speed, Caroline J.; Macaulay, Janet O.
Titel	Making Creativity Explicit: A Workshop to Foster Creativity in Biomedical Science Education
Quelle	In: Biochemistry and Molecular Biology Education, 51 (2023) 6, S.644-652 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kim, Alice M.) ORCID (Gibbons, Jessica A.) ORCID (Macaulay, Janet O.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-8175
DOI	10.1002/bmb.21776
Schlagwörter	Creativity; Creative Development; Biomedicine; Medical Education; Science Education; Creative Thinking; Undergraduate Students; Foreign Countries; Workshops; Taxonomy; Skill Development; Australia + Suchen Sie Ihr Suchwort? Kreativität; Biomedizin; Medizinische Ausbildung; Naturwissenschaftliche Bildung; Kreatives Denken; Ausland; Lernwerkstatt; Schulung; Taxonomie; Kompetenzentwicklung; Qualifikationsentwicklung; Australien
Abstract	Previously we identified that biomedical science students commonly misunderstand "creativity," mistaking it for "freedom." In the present study, we describe and evaluate a workshop designed to increase students' awareness of creativity as a highly sought-after employability skill and cognitive process applicable to scientific endeavors. To achieve this, we developed and introduced students to a process called the "Diamond Model," utilizing a case study to contextualize and signpost the creative processes of divergent and convergent thinking. This model was introduced to students in the first workshop of a 12-week undergraduate biochemistry unit (subject) within the Bachelor of Biomedical Science at Monash University, Australia. Students completed pre- and post-workshop surveys to gauge the impact of the workshop on their conceptions of creativity and Bloom's taxonomy of learning. In addition, reflective journals were completed by a small subset of students (n = 9) following the workshop. Following the workshop, over 65% of students indicated that their conception of creativity had changed. Thematic analysis of students' survey responses and reflections indicated that this change in the conception of creativity included broadening their definition of creativity, increased awareness of creativity as a skill and science as a creative process, and that creativity can be applied to different areas of life. Students attributed the signposting of creative elements as a contributing factor to their increased awareness. These results indicate the positive impact the workshop and our novel Diamond model had on student conception of creativity, highlighting the importance of explicit communication and signposting in skill development. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01