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Developing and Testing a Framework for Learning Online Collaborative Creativity in Medical Education: Cross-Sectional

Shairah Radzi1, Joo Seng Tan2, Preman Rajalingam3

  • 1Lee Kong Chian School of Medicine, Nanyang Technological University Singapore, 11 Mandalay road, Singapore, 308232, Singapore, 65 65923114.

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|June 5, 2025
PubMed
Summary
This summary is machine-generated.

This study introduces the Framework for Learning Online Collaborative Creativity (FLOCC), a new pedagogical approach designed to enhance medical students' creativity and problem-solving skills. FLOCC shows promise in fostering collaborative creativity among future healthcare professionals.

Keywords:
collaborative creativitycollaborative learningdesign thinkingmedical educationsocial cultural learning

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Area of Science:

  • Medical Education
  • Cognitive Science
  • Engineering Education

Background:

  • Medical students often exhibit limited creativity due to traditional pedagogical methods focused on knowledge acquisition.
  • Increasing healthcare complexity demands innovative solutions and enhanced creative problem-solving skills in medical professionals.
  • Fostering collaborative creativity (CC) is crucial for developing essential skills like teamwork and interdisciplinary learning in medical students.

Purpose of the Study:

  • To develop, test, and evaluate a novel Framework for Learning Online Collaborative Creativity (FLOCC).
  • To assess the acceptability and effectiveness of FLOCC in enhancing medical students' creative and collaborative abilities.

Main Methods:

  • FLOCC integrates design thinking with team-based learning (TBL) and problem-based learning (PBL) through asynchronous and synchronous activities.
  • A cross-sectional study involved 85 undergraduate medical students in two separate studies, addressing healthcare and engineering sustainability challenges.
  • Learner acceptability was measured via a 31-item survey and thematic analysis of free-text comments.

Main Results:

  • Students reported positive experiences with FLOCC, particularly regarding distributed creativity (92%) and synergistic social collaboration (88%).
  • Acceptability scores for time regulation and achievement (80%) and self and emotions (70%) were also favorable.
  • Thematic analysis identified key themes including learning experiences, collaborative responsibilities, skill development, and technical challenges.

Conclusions:

  • FLOCC demonstrates potential as a framework for cultivating collaborative creativity in medical students, contingent on effective time management.
  • Medical institutions should integrate creativity-focused approaches into curricula to foster innovation and prepare future doctors for complex healthcare challenges.
  • Encouraging a culture of creativity can lead to breakthrough solutions in patient care and healthcare system improvements.