Yeungnam Univ J Med.  2020 Apr;37(2):79-83. 10.12701/yujm.2019.00458.

Creativity in medical education: concepts related to creative capacity

• Kim Y
• Lee YH

• KMID: 2501413
• DOI: http://doi.org/10.12701/yujm.2019.00458

Abstract

In the 21st-century postmodernism era, which represents diversity and relativity, one of the most essential elements in the field of education is to strengthen individual human values. Accordingly, we must focus on developing capacity in order to adapt to change. It is clear that the medical field maximizes the need for new judgments to solve life-related problems constantly, and this problem-solving capacity is an essential skill for a physician. Problem-solving capacity can be achieved simultaneously with creativity to apply them in an appropriate manner based on standardized expertise and well-trained skills. Creativity is also a key element that medical education is currently pursuing. Many studies on creativity have resulted in confusion and misunderstandings on the concept of creativity due to similar terms and varied definitions, such as creation, innovation, etc. In this study, we attempt to identify the importance of creativity in medical education by comparing and organizing concepts related to creative capacity.

Keyword

Creative competence; Creativity; Medical education

Figure

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  Fig. 1. The attributes of creativity.

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  Fig. 2. The Four C Model of creation.

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  Fig. 3. Elements defining creativity. Creativity is therefore basically an integrated capacity that adds new, good value in addition to standardized knowledge.

Reference

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