Investigation of divergent thinking among surgeons and surgeon trainees in Canada (IDEAS): a mixed-methods study.

OBJECTIVE: To assess the creative potential of surgeons and surgeon trainees, as measured by divergent thinking. The secondary objectives were to identify factors associated with divergent thinking, assess confidence in creative problem-solving and the perceived effect of surgical training on creative potential, and explore the value of creativity in surgery. DESIGN: We used a mixed-methods design, conducting a survey of divergent thinking ability using a validated questionnaire followed by two semi-structured interviews with top-scoring participants. PARTICIPANTS & SETTING: Surgeons and surgeon trainees in the Department of Surgery at McMaster University. OUTCOMES: The primary outcome was divergent thinking, assessed with the Abbreviated Torrance Test for Adults. Participants also self-assessed their confidence in creative problem-solving and the effect of surgical training on their creative potential. We performed descriptive analyses and multivariable linear regression to identify factors associated with divergent thinking. We conducted a thematic analysis of the interview responses. RESULTS: 82 surgeons and surgeon trainees were surveyed; 43 were junior trainees and 28 were senior trainees. General surgery, orthopaedic surgery and plastic surgery represented 71.9% of the participants. The median participant age was 28 years (range 24-73), 51.2% of whom were female. Participants demonstrated levels of divergent thinking that were higher but not meaningfully different from the adult norm (62.39 (95% CI 61.25, 63.53), p<0.001). While participants scored significantly higher than the average adult on fluency (the ability to produce quantities of ideas) and flexibility (the ability to process information in different ways) (p<0.001 for both), they scored below average on originality (the ability to produce uncommon, new or unique ideas) (p<0.001). Regression analysis identified higher divergent thinking scores among females (estimated ß=-3.58 (95% CI -6.25 to -0.90), p=0.010). CONCLUSIONS: The divergent thinking ability among surgeons and surgeon trainees was not meaningfully different from the adult normative score; however, their ability to generate original ideas was below average.

Subjective semantic surprise resulting from divided attention biases evaluations of an idea's creativity.

The evaluation of an idea's creativity constitutes an important step in successfully responding to an unexpected problem with a new solution. Yet, distractions compete for cognitive resources with the evaluation process and may change how individuals evaluate ideas. In this paper, we investigate whether attentional demands from these distractions bias creativity evaluations. This question is examined using 1,065 creativity evaluations of 15 alternative uses of everyday objects by 71 study participants. Participants in the distraction group (Treatment) rated the alternative uses as more creative on the novelty dimension, but not the usefulness dimension, than did participants in the baseline group (Control). Psychophysiological measurements-event-related and spectral EEG and pupillometry-confirm attentional resources in the Treatment group are being diverted to a distractor task and that the Control group expended significantly more cognitive resources on the evaluation of the alternative uses. These data show direct physiological evidence that distractor tasks draw cognitive resources from creative evaluation and that such distractions will bias judgements of creativity.

Creative Sparks or Paralysis Traps? The Effects of Contradictions on Creative Processing and Creative Products.

Paradoxes are an unavoidable part of work life. The unusualness of attempting to simultaneously satisfy contradictory imperatives can result in creative outcomes that simultaneously satisfy both imperatives by inducing search for, and selection of, novel and useful solutions. Likewise, extant research suggests that paradoxes can also result in anxiety, defensiveness, and persistence of old ways of doing things. However, there is little work attempting to describe how paradoxes affect cognition and when it results in higher or lower creativity. To tackle this issue, a theory of paradoxical creativity is developed. Paradoxical creativity is the attempt by an individual to creatively resolve a contradiction by simultaneously achieving competing demands. The theory is implemented into a computational model and a simulation is used to describe how paradoxes affect creative cognitive process and how these processes in turn result in higher or lower degrees of creativity. The results show that creative output is enhanced when paradoxes have a balanced effect on the cognitive processes responsible for an individual's capacity to search for new information and willingness to tolerate new ideas. Hence, individuals with high baseline levels of creative cognition are more likely to suffer negative creative performance consequences resulting from contradictory demands. For those individuals, contradictory demands may produce more alternatives, which increases uncertainty and time to insight (if insight is ever reached). This suggests that incentives or rewards to resolve contradictions may have the unintentional effect of reducing creative output in some circumstance.