ArticleJournal of medical education and curricular development
University Students' Innovative Thinking Training Based on Grounded Theory: An In-Depth Analysis of Teaching Methods and Practices.
Article in Journal of medical education and curricular development. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
1 citing paper in PubMed.
- AI literacy and college students' innovative thinking: chain mediating roles of AI interaction perception and AI attitudes.Frontiers in psychology · 2026Article
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Authors and funding
5 authors.
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Abstract
Objective: This study analyzed the current status of cultivating innovative thinking among university students. Methods: Grounded theory was used with interviews and questionnaires for data collection, coding, and theory building. Results: Only 35% of students expressed satisfaction with current teaching methods for innovative thinking, while 72% associated innovation with novel ideas. Low satisfaction stemmed from lecture-based methods, outdated content, and lack of practical connections. Participation in innovation activities was low. Grounded theory identified "Diversified Teaching Methods" as the core category, linked to nine others. Methods such as Problem-Based Learning, Project-Based Learning, and Group Collaborative Learning were effective, supported by data and student feedback on enhanced thinking and problem-solving skills. Conclusion: "Diversified Teaching Methods" is the core category. Findings will be applied to broader contexts to explore effective cultivation modes across universities and majors.
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