Effectiveness of Interdisciplinary Teaching on Creativity: A Quasi-Experimental Study

Liu, Hsing‐Yuan; Hsu, Ding‐Yang; Han, Hui-Mei; Wang, I‐Teng; Chen, Nai-Hung; Han, Chin-Yen; Wu, Sheau-Ming; Chen, Hsiu-Fang; Huang, Ding-Hau

doi:10.3390/ijerph19105875

Cited by 10 publications

(3 citation statements)

References 32 publications

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“…and economic status do not influence the DT of the selected study grou p . Liu, et al [59] stated that creative thinking skills can be improved through the adoption of creative teaching methods by teachers, experiential learning, and interdisciplinary teaching in an inclusive environment that encourages spontaneity and motivates children to use their imagination by providing them with opportunities to be creative in the classroom. It is inferred that students may have the inherent ability and capacity to be creative but lack the resources or opportunity to freely express it without inhibition, so they may not be able to utilize this talent for original ideation.…”

Section: Discussionmentioning

confidence: 99%

Influence of psychological variables on divergent thinking in adolescents: A cross-sectional study

Sandhiya,

Bhuvaneswari

2023

ijirss

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Divergent thinking (DT) is a thought process wherein many original ideas are conceptualized and unique suggestions are proffered to identify the best possible solution to a problem; it is an important component of creativity. The present study endeavors to examine the level of DT in school students and the primary factors influencing DT with the help of assessment tests such as Standard Progressive Matrices (SPM), the Emotional Intelligence Scale (EIS test), and Sharma’s Divergent Production Abilities Test (DPA). A cross-sectional study is done using quantitative methodology and probability sampling techniques. The participants of the study are [n = 192 (boys = 106, girls = 86)] school students in the age range of 11–14 years, and the study area is Tiruppur district in Tamil Nadu. Results indicate that DT and EI are negatively correlated with each other, and there is no relationship between DT and intelligence quotient (IQ). Gender differences in DT are identified, with males scoring higher than females on assessment tests. There is no significant difference between the influences of demographic factors like geographical area, economic status, age, birth order, and hand preference on DT. The study’s major conclusion about education is that students at CBSE schools do better than those at private and government-run schools. The performance of government school students is rather poor when compared to CBSE and private schools. This indicates that government school students require proper training, timely assistance, and innovative teaching methods, which lead to the enhancement of DT and creativity.

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Section: Discussionmentioning

confidence: 99%

Influence of psychological variables on divergent thinking in adolescents: A cross-sectional study

Sandhiya,

Bhuvaneswari

2023

ijirss

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“…The good functioning of the CCI-U and the active learning methodology applied has important implications in the field of health science since they can foster the invisible care of geriatric patients from university training onwards alongside its more technical counterpart, rendering this type of care visible. We are currently adapting the active learning methodology for invisible geriatric care to incorporate multidisciplinary care [ 8 , 9 ] and interdisciplinary teaching (IDT) [ 59 ], integrating students from nursing, psychology and dentistry degree courses into the intervention groups.…”

Section: Discussionmentioning

confidence: 99%

Development, Application and Evaluation of an Active Learning Methodology for Health Science Students, Oriented towards Equity and Cultural Diversity in the Treatment and Care of Geriatric Patients

Miguél

Gómara

Izagirre-Otaegi

et al. 2022

IJERPH

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The increased aging of populations and rises in immigration have prompted the design of new methodologies and instruments for fostering the invisible care of geriatric patients among health science students in accordance with the 2030 Agenda and the SDGs. A total of 656 psychology, nursing and dentistry students participated in this study, which had a pretest–posttest design and was implemented over the course of three academic years. The intervention groups received training using an active learning methodology based on a case study involving a geriatric patient; specifically, a Maghrebi woman. The control groups were not exposed to the case study. The CCI-U questionnaire was designed ad hoc to evaluate the acquisition of invisible competences for caring for geriatric patients in accordance with their age, sex, emotional situation and ethnic origin. The questionnaire had a reliability of α = 0.63 to 0.72 and its factor solution was found to have a good fit. Students in the intervention groups scored higher than those in the control groups, with the difference being statistically significant for ethnic origin in all three undergraduate courses and all three academic years. The proper application of this active learning methodology fosters the invisible care of geriatric patients among students in accordance with the 2030 Agenda.

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“…Some studies have proposed the establishment of a collaborative team environment to promote communication and cooperation among students from different elds. For instance, a collaboration between nursing and engineering students has been shown to foster industryuniversity cooperation [14,15] . Liao and Wang [16] developed teaching plans that incorporate methods such as case discussions and narrative medical teaching, which allow students from medicine and healthcare to interact with each other and listen to patients' stories to improve their re ective thinking, empathy, and narrative writing skills.…”

Section: Introductionmentioning

confidence: 99%

Effects of interdisciplinary teaching on student learning and healthcare-giving competence: A mixed methods study

Yang,

Lo,

et al. 2023

Preprint

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Background Interdisciplinary collaboration is known to foster professional innovation and enhance student learning across different domains. However, the research on the effectiveness of interdisciplinary teaching in pediatric nursing education and its evaluation methods is limited. Therefore, this study aimed to examine the effectiveness of incorporating game-based learning from the Department of Childcare and Education into therapeutic play courses in pediatric nursing education for students’ learning and healthcare-giving competence. Methods We used a mixed methods study with pre-test/post-test quantitative analyses and a descriptive qualitative analysis of students’ reflection journals. Data were collected between August 2019 and July 2020 to gauge course effectiveness. Quantitative data obtained from the questionnaires were analyzed using a t-test, correlation, and regression analysis. Qualitative data were analyzed using content analysis. One hundred and three second-year students enrolled in a four-year nursing program. Students attended classes in university classrooms and served learning in a kindergarten or hospital in Northern Taiwan. Results Implementing interdisciplinary teaching in the therapeutic play course resulted in significant improvement in students’ knowledge, abilities, attitudes, and social service outcomes as measured by post-test scores. Furthermore, the scores on the Service-Learning Questionnaire indicated a significant increase in communication, problem-solving, knowledge application, and cross-cultural competence. Integrating instruction to improve problem-solving skills and knowledge application predicts student learning outcomes. Qualitatively, students reflected on integrating different learning areas, communication, problem-solving, and practical knowledge skills. Conclusions Interdisciplinary teaching effectively stimulates thinking among nursing students and enhances their knowledge, abilities, and attitudes toward therapeutic play, benefiting children’s health. Integrating social service with interdisciplinary instruction allows students to be physically exposed to each child's unique challenges and needs, enhancing their communication, knowledge application, and problem-solving. Students can blend knowledge and skills through integrated learning, which is crucial for career development. Trial Registration: N/A. It was a survey on educational activities.

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Effectiveness of Interdisciplinary Teaching on Creativity: A Quasi-Experimental Study

Cited by 10 publications

References 32 publications

Influence of psychological variables on divergent thinking in adolescents: A cross-sectional study

Influence of psychological variables on divergent thinking in adolescents: A cross-sectional study

Development, Application and Evaluation of an Active Learning Methodology for Health Science Students, Oriented towards Equity and Cultural Diversity in the Treatment and Care of Geriatric Patients

Effects of interdisciplinary teaching on student learning and healthcare-giving competence: A mixed methods study

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