A Comparative Study of Creative Thinking Abilities among Bioengineering Graduates: Assessing the Impact of Traditional and Competency-Based Educational Models

• Main Authors: Martinez-Avila, Mariana, Guajardo-Flores, Daniel
• Format: Conference Proceeding
• Language: English
• Subjects: Adaptation models; Analytical models; Bioengineering Graduates; Biological system modeling; Cognition; Competency-Based Education; Convergent Thinking Abilities; Creative Thinking; Educational Models; Refining; Surveys; Technological innovation
• ISSN: 2837-5025
• DOI: 10.1109/WEEF-GEDC59520.2023.10343829

This research investigates the creative thinking abilities of bioengineering graduates within the context of both traditional and competency-based educational models. To assess these cognitive skills, the study employs the Torrance Tests of Creative Thinking, focusing on the evaluation of convergent thinking. By comparing the convergent thinking scores of graduates from these distinct educational models, this research aims to uncover potential impacts on problem-solving and innovation capabilities. The findings reveal intriguing insights into the effects of the two educational models on convergent thinking abilities. The analysis of convergent thinking scores demonstrates distinctive patterns between the cohorts, indicating possible influences of the educational models on graduates' logical reasoning and analytical skills. Such insights provide critical guidance for curriculum development and pedagogical enhancements within bioengineering education. This study's significance lies in its contribution to the ongoing discourse surrounding innovative pedagogical strategies. The comparison of traditional and competency-based educational models provides practical insights into fostering creativity and enhancing problem-solving skills among bioengineering graduates. These findings hold relevance for educational institutions and policymakers seeking evidence-based strategies to cultivate well-rounded, adaptable professionals in the field of bioengineering. In conclusion, the examination of convergent thinking abilities through the Torrance Tests highlights the influence of educational models on graduates' cognitive skills. The outcomes underscore the potential benefits of competency-based approaches and provide a foundation for future research in refining and tailoring educational methodologies to further optimize graduates' problem-solving and innovative capacities within the realm of bioengineering education.