ArticleJournal of multidisciplinary healthcare2026
Enhancing Creativity and Innovation in Medical Sciences Students Through Multidisciplinary Problem-Based Learning (MPBL): A Pre-Post Intervention Study.
Article in Journal of multidisciplinary healthcare, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
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.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Introduction: The growing complexity of healthcare systems requires the development of creativity and innovation among health professionals. These competencies are essential for professional growth and entrepreneurial thinking. Problem-Based Learning (PBL) and Multidisciplinary approaches have been recognized as effective strategies to foster such skills. This study aimed to evaluate the effectiveness of Multidisciplinary Problem-Based Learning (MPBL) in promoting creativity and innovation among medical sciences students. Materials and Methods: This pre-post interventional study was conducted in 2024 with 70 students from various medical disciplines at Hamadan University of Medical Sciences. Participants engaged in three 4-hour MPBL workshops (12 hours total) featuring clinical scenarios on sepsis, cardiac arrest, and multiple trauma. The intervention incorporated higher-order thinking activities, structured group discussions, and debriefing sessions. Creativity was assessed using the abbreviated figural version of the Torrance Tests of Creative Thinking (TTCT), and innovation was measured using an adapted version of the Research and Innovation Competency Measure Questionnaire (RIC-MQ). Satisfaction was also evaluated. Data were analyzed using SPSS version 24. Results: Participants had a mean age of 21.83 years, with 66.2% female. Overall, creativity and innovation scores increased significantly post-intervention (p < 0.05), except for innovation in the medical group and creativity in the midwifery group. High satisfaction was reported by 58.6% of participants. Although some changes reached statistical significance, the short intervention period limits the ability to infer sustained or educationally meaningful learning; thus, findings are presented as proof-of-concept. Conclusion: MPBL may be associated with short-term improvements in creativity and innovation among medical sciences students. However, the pre-post design precludes causal attribution, and results should be interpreted as preliminary. Observed variations across disciplines underscore the need for further research with larger, more diverse samples and controlled designs to assess broader applicability.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.