Table 4 Findings of NGT: ranking and prioritization of teaching Activities.
From: Enhancing innovation in medical students through imaginative driven models
| Â | Teaching Activities | EP 1 | EP 2 | EP 3 | EP 4 | EP 5 | EP 6 | EP 7 | EP 8 | EP 9 | Total | Priority | Ranking |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
1. | Gather students in an environment conducive to creative thinking. | 5 | 5 | 4 | 4 | 5 | 4 | 5 | 4 | 4 | 40 | 6 | 15 |
2. | Introduce the innovation concept in medicine and its importance in improving patient outcomes and medical delivery. | 5 | 5 | 5 | 4 | 4 | 5 | 5 | 5 | 5 | 43 | 3 | 3 |
3. | Brainstorm a list of current challenges or areas for improvement in healthcare. | 3 | 5 | 5 | 5 | 3 | 5 | 5 | 5 | 5 | 41 | 5 | 12 |
4. | Choose one or more challenges from the brainstorm list. | 4 | 5 | 5 | 4 | 3 | 5 | 5 | 3 | 5 | 39 | 7 | 16 |
5. | Encourage students to delve deeper into the chosen challenge to understand the underlying issues and identify specific problems that must be addressed. | 4 | 5 | 5 | 4 | 4 | 5 | 5 | 4 | 5 | 41 | 5 | 13 |
6. | Divide students into small groups or pairs. | 2 | 3 | 4 | 4 | 4 | 5 | 5 | 5 | 5 | 37 | 9 | 19 |
7. | Each group/pair chooses a specific problem to solve. | 2 | 5 | 4 | 4 | 5 | 5 | 5 | 4 | 5 | 39 | 7 | 17 |
8. | Give them time to think of potential solutions to the identified problems. Please encourage them to think outside the box and consider innovative approaches. | 4 | 5 | 5 | 5 | 5 | 5 | 5 | 4 | 5 | 43 | 3 | 4 |
9. | Please encourage students to create detailed sketches, diagrams, or even prototypes of their innovative solutions. | 5 | 5 | 4 | 5 | 4 | 5 | 5 | 4 | 5 | 42 | 4 | 7 |
10. | Please provide a brief description of how their solution addresses the identified problem. | 5 | 5 | 4 | 4 | 4 | 5 | 5 | 4 | 5 | 41 | 5 | 14 |
11. | Invite each group to present their innovative solution to the rest of the class. | 5 | 5 | 4 | 4 | 4 | 5 | 5 | 5 | 5 | 42 | 4 | 8 |
12. | Encourage constructive feedback and discussion from peers. Questions can focus on the feasibility, effectiveness, and potential impact of the proposed solution. | 5 | 5 | 5 | 5 | 4 | 5 | 5 | 4 | 5 | 43 | 3 | 5 |
13. | Facilitate a reflection session where students discuss what they learned from the activity and how they can apply creative thinking and innovation in their future medical practice. | 5 | 5 | 4 | 4 | 5 | 5 | 5 | 4 | 5 | 42 | 4 | 9 |
14. | Encourage interested students to continue developing and refining innovative solutions outside the classroom. | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 45 | 1 | 1 |
15. | Provide resources or support to help students implement their ideas, such as connecting them with mentors, industry experts, or relevant organizations. | 5 | 5 | 5 | 5 | 4 | 5 | 5 | 5 | 5 | 44 | 2 | 2 |
16. | Foster a supportive and non-judgmental environment where students feel comfortable expressing their ideas. | 5 | 5 | 4 | 4 | 4 | 5 | 5 | 5 | 5 | 42 | 4 | 10 |
17. | Emphasize the importance of collaboration and interdisciplinary thinking in healthcare innovation. | 5 | 5 | 5 | 4 | 3 | 5 | 5 | 5 | 5 | 42 | 4 | 11 |
18. | Highlight real-world examples of successful healthcare innovation to inspire and motivate students. | 3 | 5 | 4 | 4 | 3 | 5 | 5 | 4 | 5 | 38 | 8 | 18 |
19. | Encourage students to continue exploring and experimenting with new ideas even after the activity is over. | 5 | 5 | 5 | 5 | 4 | 5 | 5 | 4 | 5 | 43 | 3 | 6 |
