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Making creativity explicit: A workshop to foster creativity in biomedical science education.

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Biomedical science students now better understand creativity as a key skill after a workshop. The novel Diamond Model improved their awareness of creativity

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Area of Science:

  • Biomedical Science Education
  • Higher Education Pedagogy

Background:

  • Biomedical science students often misunderstand creativity, equating it with "freedom" rather than a cognitive process.
  • Creativity is a crucial employability skill and cognitive process applicable to scientific endeavors.

Purpose of the Study:

  • To evaluate a workshop designed to enhance students' understanding of creativity as an employability skill.
  • To assess the impact of the "Diamond Model" on students' conceptions of creativity in science.

Main Methods:

  • A workshop introducing the "Diamond Model" for divergent and convergent thinking was delivered to undergraduate biochemistry students.
  • Pre- and post-workshop surveys and reflective journals were used to assess changes in students' conceptions of creativity.

Main Results:

  • Over 65% of students reported a change in their conception of creativity post-workshop.
  • Students broadened their definitions, recognized creativity as a skill, and saw science as a creative process.
  • Explicit signposting of creative elements within the "Diamond Model" was attributed to increased student awareness.

Conclusions:

  • The workshop and "Diamond Model" positively impacted students' understanding of creativity.
  • Explicit instruction and signposting are vital for developing creativity as a skill in science education.