Case-Based Group Learning Using Concept Maps to Achieve Multiple Educational Objectives and Behavioral Outcomes

Abstract

Knowledge integration is an important aspect of education. In clinical education, there is an emphasis on the integration of basic medical science with clinical practice to provide a higher order of comprehension for future physicians. Also of importance in medical education is the promotion and development of professional behaviors (i.e., teamwork and interpersonal professional behavior). We set out to design and implement a weekly, 2 hour educational active learning activity for first-year preclinical medical students to foster knowledge integration and to promote professional development. As part of our case-based curriculum, we used a small-group active-learning approach involving 3 stages: concept mapping, student peer-review, and student group evaluation. Specific learning objectives and behavioral outcomes were designed to focus the learning activities. Rubrics were designed to (1) assess learners’ group generated concept maps, (2) determine effective student peer review, and (3) appropriate evaluation of group dynamics. In addition to assessment data from the rubrics, course evaluations from participating students were collected. Analysis of rubric assessments and student evaluation data confirmed that there was significant statistical achievement in critical thinking and teamwork among students. Furthermore, when analyzing concept mapping scores between the first and last case, the data displayed significant statistical improvement supporting that student groups were further integrating basic science and clinical concepts. Our concept map-based active-learning approach achieved our designated objectives and outcomes.

Improving Student Feedback Quality: A Simple Model Using Peer Review and Feedback Rubrics

“…The three data sets collected (peer-review feedback assessment, constructive feedback assessment, and course evaluations) support a conclusion that feedback training with an emphasis on quality increased both group and individual feedback responses. The reiterative process of weekly peer review of group-constructed concept maps along with faculty feedback helped to improve concept map quality and knowledge integration 24 as well as increasing the quality of peer feedback throughout the course (this study). The improvement in feedback quality is apparent from not only comparing the Feedback cohort from the beginning and end of the course but also comparing the Feedback and Control cohorts.…”

“…Two cohorts of first-year medical students took part in a concept map case-based small group-learning course. 24 The 11-week course consisted of a weekly, 2-h session using medical case-based concept mapping with students working in groups of 4 to 6 learners. In the small group setting, students created group concept maps to integrate basic science and clinical practice knowledge.…”

“…Student-group concept maps were assessed by faculty weekly using a defined rubric. 24 Both cohorts of students participated in the concept map small group learning.…”

“…Similarly, following completion of the session and before the subsequent session, faculty facilitators provided written feedback on student-group-generated concept maps including a point total using the concept map assessment rubric. 24 Along with the concept map assessment rubric scores, student groups were assessed on the quality of peer-review feedback using the peer-review feedback assessment rubric ( Table 1 ).…”

“…The evaluations included ordinal 5-point Likert-type scale questions along with freeform open responses as previously described. 24 Likert-type scale question responses were exported in a spreadsheet for statistical analysis. The Control cohort was provided the same postcourse evaluation with Likert-type scale questions and open responses.…”