Comparing two teaching methods based on concept map and lecture on the level of learning in basic life support

Aliyari, Shahla; Pishgooie, Amir Hosein; Abdi, Azadeh; Mazhari, Marjan Seyed; Nazari, Mohammad Reza

doi:10.1016/j.nepr.2019.05.008

Cited by 28 publications

(22 citation statements)

References 34 publications

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“…These data show the way in which students respond to the new method of study, by the existence of a learning curve. Besides, Aliyari's study on learning with concept maps vs. lecture in cardiac arrest [43] does not achieve significant results and is in contradiction with other studies by Dong et al, regarding the application of concept maps on the promotion of learning and interpretation of electrocardiogram [44] or Cutrer et al, regarding the patients' diagnostic rates of pulmonary problems [45]. The reason for obtaining different results in these studies seems to be given (as Alyari found out) by the time allocated to study according to the method of concept maps-4 hours (in the case of the students who did not know anything about this method) in Aliyari's study, respectively 10 h in the other studies.…”

Section: Discussion On Working Hypothesesmentioning

confidence: 99%

Concept Mapping, an Effective Tool for Long-Term Memorization of Anatomy—A Quasi-Experimental Research Carried out among 1st Year General Medicine Students

Nicoara

Szamoskozi

Mitrea

et al. 2020

EJIHPE

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This study is part of a doctoral thesis conducted at the Faculty of Psychology of Babes-Bolyai University in collaboration with the University of Medicine, both from Cluj-Napoca, Romania. The starting point of the study was based on the eternal question of the medical student—“How should I learn to manage to retain so much information?” This is how learning through conceptual maps and learning by understanding has been achieved. In the study, a number of 505 students from the Faculty of General Medicine were randomly selected and divided into groups, to observe changes in the grades they obtained when learning anatomy with the concept mapping method vs. traditional methods. Six months later, a retest was carried out to test long-term memory. The results were always in favor of the experimental group and were statistically significant (with one exception), most notably for the 6-month retesting. It was also observed that the language of teaching, different or the same as the first language, explains that exception, at least partially. Other results were taken into account, such as the distribution of bad and good grades in the two groups. Other parameters that influenced the obtained results and which explain some contradictory results in the literature are discussed. In conclusion, the use of conceptual maps is useful for most students, both for short and long-term memory.

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Section: Discussion On Working Hypothesesmentioning

confidence: 99%

Concept Mapping, an Effective Tool for Long-Term Memorization of Anatomy—A Quasi-Experimental Research Carried out among 1st Year General Medicine Students

Nicoara

Szamoskozi

Mitrea

et al. 2020

EJIHPE

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show abstract

“…A Inter Week foi um evento muito bem aceito pela comunidade acadêmica e que cumpriu com seus objetivos, principalmente em relação a promoção da interdisciplinaridade em que houve produção do conhecimento através das trocas teóricas e metodológicas, gerando novos conceitos, metodologias e graus crescentes de intersubjetividade, que foram essenciais para atender a natureza múltipla de fenômenos complexos como a convergência de duas ou mais áreas do conhecimento entre um mesmo curso e entre cursos diferentes (ALIYARI et al, 2019). Assim como a I Inter Week, a Mostra foi muito bem aceita pela comunidade científica e cumpriu com todos os seus objetivos, e serve como incentivo a projetos futuros, que possam, assim como esse, levar ao desenvolvimento de novos profissionais, com um perfil distinto dos existentes, um perfil com formação básica sólida e integradora completa (BROYLES et al, 2013;MCINERNEY;GREEN-THOMPSON, 2017).…”

Section: Discussionunclassified

Experiências Interdisciplinares Como Incentivo a Pós-Graduação: Um Relato De Caso / Interdisciplinary Experiences as a Post-Graduate Incentive: A Case Report

Libera

Diniz

Costa

et al. 2020

BJD

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A interdisciplinaridade promove a integração do conhecimento abordado não só entre disciplinas de um mesmo curso mas entre as experiências vividas pelos docentes e profissionais de outros cursos. Buscando como objetivo esclarecer o papel das atividades interdisciplinares como incentivo a pósgraduação, este estudo relata a experiência de docentes do Ensino Superior de uma Instituição provada no interior de Goiás, como o desenvolvimento de um evento que abordou somente essa narrativa. A I Inter Week (semana interdisciplinar) e I Mostra Científica, foi desenvolvida por três cursos do Ensino Superior. O evento ocorreu no período noturno, durante uma semana. O evento

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“…Women made up the majority of respondents in 12 studies except in a study by Aliyari et al, (2019). Among the eight studies that involves registered nurses' population, only two studies included majority of graduates among professional nurses, and the other six are all having diploma certi cates.…”

Section: Acquisition and Retention Of Knowledge After Cpr Trainingmentioning

confidence: 99%

Systematic review on knowledge and skills level among nurses following cardiopulmonary resuscitation (cpr) training

Ahmed

Ismail

Lee

et al. 2021

Preprint

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Introduction: Although millions of healthcare providers and lay providers are trained globally in CPR each year, there are major gaps in delivering adequate medical emergency care such as poor quality CPR in the hospitals or none performance of CPR in out of hospital settings for people with cardiac arrest. Objective This systematic review aim to highlight the effect of training on knowledge and skills retention as well as the effect of different methods of training on knowledge and skills Methods The review used six online databases: Scopus, ProQuest, PubMed, ScienceDirect, CINAHL, Medline and reviewed reference citations for additional studies. Systematic analysis was use in excluding articles from the database by the latest 2015 American Heart Association (AHA) guidelines, known as Grading of Recommendations, Assessment, Development and Evaluation (GRADE) for the evaluation of knowledge and skills retention. Results A total of 71,671 possible articles were registered in six databases, with 331 articles found meeting eligibility criteria. And only 20 were finally included that met all the qualifying criteria for this systemic analysis. Most research used multi-choice questionnaires to assess retention of both knowledge and skills. From the pretest to the posttest, studies have shown that knowledge or skill rates differ and decrease from 6 weeks to 2 years after training. Between the reviewed papers, significant variations in retaining knowledge and skills were found between instructor-led training and other forms of teaching methods. Conclusion Between the pre-test and post-test outcomes, knowledge and skills have shown a substantial overall improvement in acquisition and retention. However, skills were observed to decay faster than knowledge. Skills start to decay as early as 2 weeks whereas knowledge retention start to decline on average between 1 month and 6 month after BLS/CPR training. Most of the articles showed that other forms of teaching methods are also as effective as the instructor led/traditional teaching methods in knowledge and skills levels among nurses. Therefore, future research should concentrate on the ideal timeline needed after initial training for the re-certification of the BLS/CPR.

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Comparing two teaching methods based on concept map and lecture on the level of learning in basic life support

Cited by 28 publications

References 34 publications

Concept Mapping, an Effective Tool for Long-Term Memorization of Anatomy—A Quasi-Experimental Research Carried out among 1st Year General Medicine Students

Concept Mapping, an Effective Tool for Long-Term Memorization of Anatomy—A Quasi-Experimental Research Carried out among 1st Year General Medicine Students

Experiências Interdisciplinares Como Incentivo a Pós-Graduação: Um Relato De Caso / Interdisciplinary Experiences as a Post-Graduate Incentive: A Case Report

Systematic review on knowledge and skills level among nurses following cardiopulmonary resuscitation (cpr) training

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