Creativity Analysis in Faculties of Biomedical Courses According to Torrance Creativity Theory; Iran University of Medical Sciences

Teaching creativity to students need the creative teachers with high levels of class leadership who is able to use different methods of teaching to develop the creativity in students. The aim of this study was to evaluate the status of creativity in Medical Faculty of Iran University of Medical Sciences’ basic sciences professors was based on the Torrance theory. Instrument & In this correlational study in the second semester of the 2013-14 academic year, 60 faculty members of Iran University of Medical Sciences were entered the study by census method. The research instrument was the standard Torrance creativity questionnaire. Using SPSS 16 software, the data were analyzed by Pearson correlation coefficient, Levene, ANOVA and Kruskal-Wallis tests. There was no “very low” creativity, but 10 professors (16.7%), had low, 17 (28.3%) had average, 24 (40.0%) had high and 9 (15.0%) had very high creativity level. Total mean of creativity was 85.23±1.52 and was 23.25±0.52 for rigidity, 22.55±0.43 for flexibility, 20.67±0.45 for extension and 19.15±0.50 for innovation (p<0.0001). The creativity of faculties had inverse relation with age (r=-0.257; p=0.047) and teaching experience (r=-0.322; p=0.015). Creativity level of basic biomedical courses’ faculties in the medicine faculty of Iran University of Medical Sciences is assessed as “high”.