Investigating creativity and learning style preferences in anesthesia students.

Abstract

Understanding anesthesia students' creativity and learning styles can significantly enhance educational strategies and professional development within medical sciences. This study aimed to identify the predominant learning styles and creativity levels among anesthesia students at Iran University of Medical Sciences. This cross-sectional study was conducted at the Iran University of Medical Sciences, including all anesthesia students of the academic year 2024. A total of 120 students were selected through the census method, and 110 completed questionnaires were analyzed. The Kolb Learning Style Inventory (KLSI V) and Abedi's Creativity Questionnaire were used to assess learning styles and creativity levels, respectively. Statistical analyses were performed using ANOVA and t-tests to determine the significance of differences in creativity scores among different learning styles and academic semesters. The study revealed diverse learning styles among students, with converging (37.2%) being the most prevalent, followed by accommodating (30%), assimilating (20%), and diverging (12.7%). Significant differences were found in creativity scores among different learning styles, with converging style students exhibiting higher creativity scores. In addition, younger students showed higher creativity levels and creativity scores tended to decrease as students progressed through academic semesters. Second-semester students demonstrated superior creativity compared to those in later semesters. Identifying learning styles and fostering creativity among anesthesia students is crucial for tailoring educational strategies and enhancing professional development. Recognizing and nurturing creativity can lead to better preparedness in the field, adaptability to challenges, and innovation in patient care.