Previously we identified that biomedical science students commonly misunderstand “creativity,” mistaking it for “freedom.” In the present study, we describe and evaluate a workshop designed to increase students' awareness of creativity as a highly sought-after employability skill and cognitive process applicable to scientific endeavors. To achieve this, we developed and introduced students to a process called the “Diamond Model,” utilizing a case study to contextualize and signpost the creative processes of divergent and convergent thinking. This model was introduced to students in the first workshop of a 12-week undergraduate biochemistry unit (subject) within the Bachelor of Biomedical Science at Monash University, Australia. Students completed pre- and post-workshop surveys to gauge the impact of the workshop on their conceptions of creativity and Bloom's taxonomy of learning. In addition, reflective journals were completed by a small subset of students (n = 9) following the workshop. Following the workshop, over 65% of students indicated that their conception of creativity had changed. Thematic analysis of students' survey responses and reflections indicated that this change in the conception of creativity included broadening their definition of creativity, increased awareness of creativity as a skill and science as a creative process, and that creativity can be applied to different areas of life. Students attributed the signposting of creative elements as a contributing factor to their increased awareness. These results indicate the positive impact the workshop and our novel Diamond model had on student conception of creativity, highlighting the importance of explicit communication and signposting in skill development.

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让创造力变得明确：培养生物医学科学教育创造力的研讨会

之前我们发现生物医学专业的学生普遍误解“创造力”，将其误认为“自由”。在本研究中，我们描述和评估了一个研讨会，该研讨会旨在提高学生的创造力意识，将其作为一种备受追捧的就业技能和适用于科学事业的认知过程。为了实现这一目标，我们开发并向学生介绍了一个称为“钻石模型”的过程，利用案例研究来背景化和指示发散思维和聚合思维的创造性过程。该模型是在澳大利亚莫纳什大学生物医学学士学位课程为期 12 周的本科生物化学单元（科目）的第一次研讨会上向学生介绍的。学生们完成了研讨会前和研讨会后的调查，以评估研讨会对他们的创造力概念和布鲁姆学习分类法的影响。此外，一小部分学生（n  = 9）在研讨会结束后完成了反思日记。工作坊结束后，超过65%的学生表示他们对创造力的观念发生了变化。对学生调查问卷和反思的主题分析表明，创造力概念的这种变化包括拓宽了他们对创造力的定义，提高了对创造力作为一种技能和科学作为一个创造过程的认识，以及创造力可以应用于生活的不同领域。 。学生们将创意元素的路标视为提高他们意识的一个因素。这些结果表明研讨会和我们新颖的钻石模型对学生的创造力概念产生了积极影响，强调了明确沟通和路标在技能发展中的重要性。