Abstract
Curiosity has been theorized to be a primary driver of the master adaptive learner as it motivates students to identify knowledge gaps, engage in exploratory behavior, and participate in self-determined learning. Enabled with these necessary skills, health care students may succeed within a contemporary health care environment. There is currently a paucity of information regarding curiosity in health care education, particularly practical applications of cultivating curiosity in the classroom. The purpose of this research was to explore teaching and learning strategies health care educators use to foster intellectual curiosity and “learning to learn.” An exploratory, qualitative case study approach was used. In-depth semistructured interviews were conducted with 18 multidisciplinary professional health care faculty to explore the questions of how and why teachers foster curiosity in the classroom. The data analysis was framed by Russell’s conceptual model of intellectual curiosity (2013) and Ryan and Deci’s self-determination theory (2000). The primary findings were that faculty appreciate their positive and negative effects on student curiosity and believe that diverse learners require diverse strategies to foster curiosity optimally. The most often cited general strategies were using mindfulness and reflection, establishing relevancy, creating a safe learning environment, and serving as a role model. Fifty specific strategies to cultivate curiosity are offered. Finally, faculty believe curiosity is crucial to providing optimal person-centered care. Providing optimal care serves as both a strategy and justification for improving curiosity. By capitalizing on curiosity, future health care providers will be better prepared to address future challenges through continual innovation.