Methodology of Integrative Creative Ideas in the academic training of the Medicine and Surgery career at the Jean Jacques Rousseau University.

Abstract

This study analyzes the implementation of the Integrative Creative Ideas Methodology (MICI) as an innovative didactic strategy in the training of students in the Medicine and Surgery program. Unlike traditional models focused on memorization and the unidirectional transmission of knowledge, this methodology promotes active, participatory, and meaningful learning, strengthening the connection between theory and practice, as well as the development of critical, research, and reflective competencies. The research was conducted using a mixed-methods approach (qualitative and quantitative) through surveys, focus groups, and interviews, integrating the perceptions of students, teachers, and university authorities.

The results show that most students and teachers value the methodology positively, highlighting its contribution to content comprehension, motivation, active participation, and the development of critical thinking. The focus groups revealed the need to strengthen curricular articulation, activity planning, and teaching support, as well as to institutionalize the methodology throughout all academic years. The creative and innovative ideas methodology fosters creativity, problem-solving, and contextualized learning, adapting to students’ individual rhythms and learning styles. It also contributes to the development of professional and ethical competencies oriented towards real medical practice and social commitment.

It is concluded that this methodology is an effective pedagogical tool capable of transforming traditional medical education into a more dynamic, comprehensive, and student-centered model. Its institutionalization would ensure the sustainability of meaningful learning, promoting creative, reflective professionals who are prepared to face the challenges of the healthcare system with innovation and ethical responsibility.