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Time
Published in Justin Amery, The Integrated Practitioner, 2022
As practitioners, our ability to be able to ‘create’ our own present, and therefore our own futures, is absolutely crucial, for it is by helping our patients ‘create’ more healthy presents that we help them create more healthy futures. For this reason we will be experimenting with the practical implications of ‘creativity’ in health practice through the rest of this book. An Exchange of GiftsAs long as you read this poemI will be writing it.I am writing it here and nowbefore your eyes,although you can’t see me.Perhaps you’ll dismiss thisas a verbal trick,the joke is you’re wrong;the real trickis your pretendingthis is somethingfixed and solid,external to us both.I tell you better:I will keep on writing this poem for youeven after I’m dead.— Alden Nowlan12
Better Professional Development
Published in Paul Batalden, Tina Foster, Sustainably Improving Health Care, 2022
Maren Batalden, David Leach, Paul Batalden
This chapter invites attention to one of the three linked aims: professional development. The inextricable linkage and interdependence of these aims – better outcomes, better system performance, and better professional development – means that failure or diminished performance in one affects and limits excellence in the others. The consequence of this truth requires that everyone working and learning in the system take Karl Weick’s13 counsel and develop an approach to their work explicitly attending to what they notice, how they make sense of what they notice, and how they take action – all of which needs to be framed by the entire triangle, not just their corner. It is in everyone’s interest to help everyone else succeed. Learning how to discern and tell the larger truths that emerge from the larger system calls for relationship skills: integrity, civility, trust building, and abandonment of scapegoating as a mechanism for building social cohesion. Data needs to be shared and understood in order to provide the basis for good conversations about the work. Moving the linked aim of better professional development into the portfolio of “explicit” work in academic health-care centers requires the attention and creativity of all – leaders, professionals, patients, and communities. It will take health care to the next level, enabling pride and even joy to emerge in the workplace.
Models, techniques, and approaches for change management
Published in Robert Jones, Fiona Jenkins, Penny Humphris, Jim Easton, Key Tools and Techniques in management and leadership of the Allied Health Professions, 2021
Creativity was required on the part of the whole team throughout the entire process; ‘Choice Appointments’ was a ‘first’ in the UK and a number of problem-solving techniques and innovative ways of thinking were essential to the success of the project. Too often the pressures of daily patient care provision, managerial, financial, and other important demands push managers into a reactive approach; however, the experience was that creativity and proactivity can flourish if carefully led.
A Dose of Creativity: An Integrative Review of the Effects of Serotonergic Psychedelics on Creativity
Published in Journal of Psychoactive Drugs, 2023
Creativity is a distinctive human cognitive ability which, while traditionally difficult to define, can be understood as the ability to come up with ideas or artifacts that are new, surprising, and valuable, requiring both originality and effectiveness (Boden 2007; Gabora 2013; Runco and Jaeger 2012). The creative process is considered to be a product of two mutualistic abilities in divergent thinking (DT) and convergent thinking (CT) (Cropley 2006). DT is defined as the production of multiple answers to an open problem, while CT is understood as finding a single correct solution to a well-established problem (Razoumnikova 2013). DT itself is associated with four core dimensions: fluency, flexibility, elaboration, and originality (Guilford 1967). Both types of thinking play a role in different stages of the creative process, with DT prevalent in the early stages of idea finding, while CT is needed to convert ideas into useful products (Kim and Pierce 2013).
Creativity: A viable and valuable competency in medicine? A qualitative exploratory study
Published in Medical Teacher, 2022
Annabel ten Haven, Elien Pragt, Scheltus Jan van Luijk, Diana H. J. M. Dolmans, Walther N. K. A. van Mook
Overall, this study supports the idea that creativity is important to help medical professionals overcome challenges in contemporary, complex healthcare. As outlined previously, studies have confirmed that creativity can be learnt and enhanced through creativity training programmes. Participants in this study also suggested several techniques for teaching and learning creativity that can be easily applied in medical curricula (see the Results section, research question 3). Some of the creativity-learning techniques our participants proposed, such as asking questions and brainstorming, bear a similarity to the CPS approach used by training programmes that focus on cognitive processes. CPS has already been applied successfully in various settings, including elementary, middle and high schools, colleges and universities, small and large businesses and different organisations (Treffinger 1995). Although CPS has evolved in the past 60 years to give rise to multiple versions of its model (Isaksen and Treffinger 2004), a few central phases have remained constant (Isaksen and Treffinger 2004; Puccio et al. 2006; Treffinger et al. 2006). We therefore welcome a further study or pilot project to test which of these CPS models suits the medical setting best.
Exploring attitudes of physiotherapy students towards a community-based project used as a learning tool
Published in Physiotherapy Theory and Practice, 2021
Dania Qutishat, Jennifer Muhaidat, Maha Mohammad, Rasha Okasheh, Lara Al-Khlaifat, Emad Al-Yahya
In this study, creativity and innovation were identified as other benefits of community-based projects; both are important assets for the health-care professional to possess in today’s changing healthcare environment filled with new challenges (Page, 2014). Patterson and Zibarras (2017) argued that community-based projects provide an environment to help students learn to adapt and thrive in real-world experiences as they face real situations, people and settings. This experience encourages innovation and creativity. One of the triggers for students to become innovative in this study was the confrontation with the limited resources in the community-based experience. One of the definitions for innovation is to do more with less (Anderson, Potocnik, and Zhou, 2014). With the global trend of cutting costs in health institutions, physiotherapy graduates need to be able to manage with limited resources. Integration of community-based projects early in undergraduate studies can assist physiotherapy students to be prepared to face scarcity in resources and to respond with creativity and innovation.