The Status of Creative Teaching in Medical Classes and Solutions for Its Promotion

Abstract

Background: Nowadays, creativity is emphasized in different aspects of teaching and learning. Different educational conditions, such as coronavirus disease 2019 (COVID-19), have directed attention to this issue. Objectives: The current study was an attempt to investigate creative teaching behaviors in medical classrooms and propose solutions for its promotion. Methods: This mixed-method study was conducted at the Iran University of Medical Sciences, Tehran, Iran (2020 - 2021). It was conducted in two phases, including quantitative (to determine the status quo) and qualitative (to provide solutions for its promotion). In the quantitative phase, 168 students were selected by simple random sampling. The data collection instrument was a standard creative teaching questionnaire. The qualitative phase included semi-structured interviews. The data were analyzed using qualitative content analysis and parametric tests. Results: The mean scores of creative teachings in higher-grade classes were significantly higher (P = 0.001). The highest mean score was reported for the fourth year (204.6 ± 0.58). The fourth-year students also had the highest mean scores in each component compared to other years. Except for the freedom component, the highest score was related to the third-year students (21.42 ± 0.89). In the qualitative phase, the strategies were classified into two categories: Developing software factors (3 subcategories) and upgrading and developing hardware factors (2 subcategories). Conclusions: According to the current study, a creative class will provide an appropriate environment for fostering creativity in students. Therefore, the use of appropriate instructional designs and motivational models that are compatible with the educational environment can be a suitable strategy.