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Enhancing Creativity and Innovation in Medical Sciences Students Through Multidisciplinary Problem-Based Learning
Maryam Sarhadi1, Faezeh Aliabadi1, Nasrin Jiryaee2
1Hamadan University of Medical Sciences, Hamadan, Iran.
Introduction:
The growing complexity of healthcare systems requires the development of creativity and innovation among health professionals. These competencies are essential for professional growth and entrepreneurial thinking. Problem-Based Learning (PBL) and Multidisciplinary approaches have been recognized as effective strategies to foster such skills. This study aimed to evaluate the effectiveness of Multidisciplinary Problem-Based Learning (MPBL) in promoting creativity and innovation among medical sciences students.
Materials And Methods:
This pre-post interventional study was conducted in 2024 with 70 students from various medical disciplines at Hamadan University of Medical Sciences. Participants engaged in three 4-hour MPBL workshops (12 hours total) featuring clinical scenarios on sepsis, cardiac arrest, and multiple trauma. The intervention incorporated higher-order thinking activities, structured group discussions, and debriefing sessions. Creativity was assessed using the abbreviated figural version of the Torrance Tests of Creative Thinking (TTCT), and innovation was measured using an adapted version of the Research and Innovation Competency Measure Questionnaire (RIC-MQ). Satisfaction was also evaluated. Data were analyzed using SPSS version 24.
Results:
Participants had a mean age of 21.83 years, with 66.2% female. Overall, creativity and innovation scores increased significantly post-intervention (p < 0.05), except for innovation in the medical group and creativity in the midwifery group. High satisfaction was reported by 58.6% of participants. Although some changes reached statistical significance, the short intervention period limits the ability to infer sustained or educationally meaningful learning; thus, findings are presented as proof-of-concept.
Conclusion:
MPBL may be associated with short-term improvements in creativity and innovation among medical sciences students. However, the pre-post design precludes causal attribution, and results should be interpreted as preliminary. Observed variations across disciplines underscore the need for further research with larger, more diverse samples and controlled designs to assess broader applicability.
