Resumen de Creativity in biomedical education: senior teaching and research staff’s conceptualization and implications for pedagogy development
Gemma Rodríguez Fabià, Chunfang Zhou, Mar Carrió Llach
As an emerging new interdisciplinary area, biomedical education has been recently paid a growing attention to itscurriculum design. Creativity has been suggested as a key element in its pedagogy development. This paper will focus on aresearch question: how do the senior teaching and research staff conceptualize ‘creativity’ in relation to their daily workingexperience and based on such conceptualizations, what are the implications for pedagogy development in biomedicaleducation? Theoretically, we will take a departure from social-cultural approach to creativity that emphasizes shapingroles of environmental influences on creativity in a specific context of interdisciplinary teaching and learning, such asbiomedical education. An empirical study by qualitative interviews (n = 15) with senior research and teaching staff atdifferent Spanish institutions will further help to provide evidence that guides to answer the research question. The dataanalysis shows that creativity should be an essential element in curriculum and there are needs of creativity trainingprogrammes in biomedical education. Meanwhile, pedagogical changes should be towards encouraging collaborativework, critical thinking, problem solving by creative problem-based learning scenarios, promoting autonomy in applicableand usefulprojects,working withcreative articles in their specific field withstudents,fostering students’ skillsin experimentdesign at university, and developing new evaluation systems, which underpins the necessity of providing a systematiceducational environment for creativity development in future biomedical education.
