The article reveals the results of activating the doctors’ thinking actions while solving their non-standard clinical problems.According to the findings based on the analysis of research concerning medical thinking, its creative character, which is manifested in all spheres of the doctor’s professional activity, i.e. diagnosing, treating and preventing the disease, rehabilitating the patients and providing them with psychological support, has been proved as well as the approach to its study through the analysis of thinking actions while solving non-standard clinical tasks has been described.It has been reported that the study of the doctor’s creative thinking as an activity aimed at solving a medical problem can be performed by defining its cognitive, operational and personal components.The article reveals a scientific interest in the problem of activating the creative potential of specialists from various fields, which is carried out by psychologists via the construction of different creativity presuppositions or through external and internal factors. Focusing on algorithmic and heuristic methods that are involved in the search thinking process, and on the dependence of creative thinking efficiency on their combination, the article demonstrates that the ability to combine them will guarantee the effectiveness of finding a solution to creative problems in medicine, where numerous algorithmic techniques of solving medical problems have already been developed.Having analyzed positive influence of cause-and-effect questions on the process of knowledge acquisition, the author has introduced a training aimed at solving the creative problems with the requirement to answer such questions and to ask them independently in the process of searching the solution by students and doctors.Enhancing the effect of training based on the doctors’ search activities, which is manifested in the effectiveness of search process, less time spent on the achievement of the solution, positive changes in the components of creative medical thinking has been shown. Specifically, thorough examination of problem setting using diverse underlying questions promotes activation of anatomical, pharmaceutical, and histological knowledge, which is a cognitive component of medical thinking. At the same time, increase the level of development of the operating component involves activating basic thinking operations such as analysis, synthesis, comparison, etc. as well as the level of thinking flexibility. Besides, the positive experience of dealing with the complexity of thinking process is gained, which is a sign of positive changes in the personal component.The author distinguishes three components of creative medical thinking process: the process of understanding, the process of prognosis and the process of approbation; and states that training based on cause-and-effect questions contributes to better quality of all components involved in the search process aimed at solving medical problems.It has been noted that thinking activity training with the help of the cause-and-effect questions suggested by the author does not require special preparation and time for its implementation. It can be used by teachers of any discipline during the educational process.