Mission of a university is more than just to prepare specialists according to current society needs, but also to educate intellectually emancipated persons. Creativity is one of the most important abilities, fostered by liberal education; it allows person to solve global problems, understand them in the context of other sciences, effectively communicate, collaborate, think critically, manage risks – i.e. become professional generalists, successfully participating and creating in multicultural societies, able to independently change their professional identity.

Educated person has to be able to creatively interpret information and make information based decisions (American Association of Colleges and Universities (AAC&U), 2002). Importance of creativity fostering is noted in Lisabona strategy (European strategy and co-operation in education and training. http://ec.europa.eu/education/lifelong-learning-policy/doc28_en.htm). Both of these sources associate creativity not only with arts and culture, but also education, business, research, social cohesion. R. Freeland (2004) describes concept of creativity, defining these components: hypothesis generation, synthesis, analysis, knowledge application in different areas. Many authors, discussing importance of creativity in higher education, also note representing feature of creativity – ability to make unique decisions in new and complex situations (S. Brint, 2002; L. Dudka, 2006; S. Fuller, 2005; I. Pant, B. Baroudi, 2008). According to H. Giroux (2002), J. Trefil (2008), S. Barrie (2006), D. Grakauskaitė – Krakockienė (2006), creativity in modern society is closely associated with processes of economy growth and competition. Active use of acquired knowledge and experience, effective search for new information are among the most valuable characteristics of competitiveness.

Universities of "Eastern Block" countries began to implement liberal education approximately 15-20 years ago. Creativity is one of the liberal education outcomes. According to the study carried out in Lithuania (Horbacauskiene, 2011), students say (approximately 60 per cent) that they are creative and able to think critically. And Teachers (approximately 60 per cent) claim that they can’t say whether the students are creative.

 Problem question of the research: How creativity is valued by medical students and faculty? How do they apply creativity skills in their work?

 The research aim

To identify the creativity expression in medical studies.

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