Amiri Mohammad, Khosravi Ahmad, Chaman Reza, Sadeghi Zakieh, Raei Mehdi
Department of Public Health, School of Public Health, Shahroud University of Medical Sciences, Shahroud, Iran.
Center for Health Related Social and Behavioral Sciences Research, Shahroud University of Medical Sciences, Shahroud, Iran.
J Educ Health Promot. 2020 Nov 26;9:320. doi: 10.4103/jehp.jehp_279_20. eCollection 2020.
The ultimate goal of education at all levels is the ability to generate and foster students' creativity. This study aimed at determining and comparing creativity and its influencing factors among medical students.
In this cross-sectional study conducted in 2019, 720 medical students in Shahroud public and private universities were selected and studied through stratified cluster random sampling. Data were collected using the Guilford Creativity Questionnaire. The data were analyzed using Chi-square, Pearson correlation coefficient, -test, and multiple logistic regression with a significance level of 0.05.
The mean creativity score of the students was 131.4 ± 13.8. The mean creativity scores on the fluency, elaboration, originality, and flexibility dimensions were 49.2 ± 5.3, 22.1 ± 3.4, 34.8 ± 4.7, and 25.4 ± 3.5, respectively. In terms of creativity levels, 75.2% of the students ( = 542) had moderate creativity and 23.8% ( = 171) had high creativity. A significant relationship was observed between creativity and educational level ( = 0.006). Multiple logistic regression results showed that educational level with an odds ratio of 0.59 was associated with a decreased chance of creativity.
Most of the students had moderate creativity. Moreover, among the factors examined in this study, variables other than the field of the study and educational level had no significant effect on students' creativity. Therefore, using collaborative and cooperative learning and problem-based learning strategies, teachers' critical thinking styles, establishing teamwork groups, concept mapping, and using innovative and creative teaching methods can help to enhance students' creativity.
各级教育的最终目标是培养和促进学生的创造力。本研究旨在确定并比较医学生的创造力及其影响因素。
在这项于2019年开展的横断面研究中，通过分层整群随机抽样选取了沙赫鲁德公立和私立大学的720名医学生进行研究。使用吉尔福德创造力问卷收集数据。采用卡方检验、皮尔逊相关系数、t检验和多因素逻辑回归对数据进行分析，显著性水平设定为0.05。
学生的平均创造力得分为131.4±13.8。流畅性、精细性、独创性和灵活性维度的平均创造力得分分别为49.2±5.3、22.1±3.4、34.8±4.7和25.4±3.5。在创造力水平方面，75.2%的学生（n = 542）具有中等创造力，23.8%（n = 171）具有高创造力。观察到创造力与教育水平之间存在显著关系（P = 0.006）。多因素逻辑回归结果显示，教育水平的比值比为0.59，与创造力机会降低相关。
大多数学生具有中等创造力。此外，在本研究考察的因素中，除了学习领域和教育水平外，其他变量对学生的创造力没有显著影响。因此，采用合作学习和基于问题的学习策略、教师的批判性思维方式、建立团队合作小组、概念图绘制以及使用创新和创造性的教学方法有助于提高学生的创造力。
