Research Assistant University of Toronto Toronto, Ontario, Canada
Background: Creative problem solving is an essential skill for healthcare providers and leaders to navigate an increasingly complex system. Academic medicine has traditionally lacked opportunities for formal education in creativity. Thus, there is a significant gap in research about effective methods of teaching creativity and measuring its educational impact in healthcare. One validated tool to measure the impact of creativity training is Creative Self-Efficacy (CSE), or one’s belief in their ability to produce creative outcomes. Higher levels of CSE correspond with increased creative activity. CSE can be improved with creativity training or experiences. There is a need for research that guides how to (1) design and implement programs that effectively teach creativity to healthcare providers and leaders and (2) measure the impact of these programs on learners’ CSE and creative output. Objective: The objectives of this study are to explore healthcare providers and leaders’ perceptions of their own creativity, the role of creative problem solving in healthcare contexts, and how creativity can be taught and assessed in a Continuing Professional Development (CPD) program. Design/Methods: This REB (#42738) approved study used mixed methods to assess the impact of a creativity training program on participants’ CSE scores and perceptions about their own creativity. Participants (n=27) included healthcare providers, scientists, and administrators. CSE scores were collected before, during, and 3 months after the program. Semi-structured interviews were conducted with 11 participants 3 months after the program to gain insights into their creative work in healthcare. Quantitative data (CSE scores and demographic data) will be analyzed using descriptive statistics. Qualitative data (interview transcripts and program evaluations) will be analyzed using a thematic analysis. Analyses will be completed between October 2023-February 2024.
