Effects of web-based concept mapping education on students' concept mapping and critical thinking skills: A double blind, randomized, controlled study

Bilik, Özlem; Kankaya, Eda Ayten; Deveci, Zeynep

doi:10.1016/j.nedt.2019.104312

Cited by 49 publications

(45 citation statements)

References 21 publications

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“…This improvement could be achieved as a result of the teaching anatomy course using CM as a learning method. Researchers believe map construction is a useful tool that helps students to develop clinical reasoning skills through additional focus on logic, and it probably stimulates the use of thinking skills, such as analysis, interpretation, and evaluation, and finally promotes the development of CT skills ( 21 ).…”

Section: Discussionmentioning

confidence: 99%

Effect of Concept Mapping Education on Critical Thinking Skills of Medical Students: A Quasi-experimental Study

Aslami

Mohammadreza

Shakurnia

et al. 2021

Ethiop J Health Sci

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BACKGROUND፡ Fostering critical thinking (CT) is one of the most important missions in medical education. Concept mapping is a method used to plan and create medical care through a diagrammatic representation of patient problems and medical interventions. Concept mapping as a general method can be used to improve CT skills in medical students. The aim of this study was to explore the effect of concept mapping on CT skills of medical students.METHODS: This quasi-experimental study was conducted on 100 second-year medical students which take an anatomy course. Participants were randomly assigned into a control group (lecture-based) and an intervention group (concept mapping). CT levels of medical students were assessed using the California Critical Thinking Skills Test. Data were analyzed using independent sample t-test.RESULTS: Before intervention, CT scores of the intervention and control groups were 6.68 ± 2.55 and 6.64±2.74, respectively, and after intervention, they were 11.64±2.29 and 10.04 ± 3.11, respectively. Comparison of mean score differences for both groups before and after intervention demonstrated that CT scores in the experimental group significantly increased after intervention (P=0.021).CONCLUSIONS: Medical students who were taught through concept mapping showed an increase in CT scores, compared with those in the control group. Medical students require effective CT skills in order to make sound knowledge-based assessment and treatment choices during patient care. Therefore, instructors and planners of medical education are expected to apply this educational strategy for developing CT skills in medical students.

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Section: Discussionmentioning

confidence: 99%

Effect of Concept Mapping Education on Critical Thinking Skills of Medical Students: A Quasi-experimental Study

Aslami

Mohammadreza

Shakurnia

et al. 2021

Ethiop J Health Sci

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“…For example, in a recent study Chen and Hwang (2020) showed the benefits of concept mapping to English as a foreign language (EFL) learners’ critical thinking awareness and learning performance [ 37 ]. In the context of health and clinical education, recent studies showed the advantages of CM to nursing students’ clinical reasoning abilities [ 38 ]; motivation for critical thinking skills [ 6 ]; critical thinking skills [ 7 , 10 ]; active learning and connections to clinical concepts [ 8 ].…”

Section: Literature Reviewmentioning

confidence: 99%

“…These capabilities are becoming an essential and inseparable part of the array of tasks that characterize doctors in the twenty-first century [ 4 , 5 ]. Based on this notion, cultivating these critical lifelong learning thinking skills has become the focus of modern-day medical education [ 6 – 10 ]. The objective is to train medical managers and doctors to adapt themselves to the new era and its corresponding demands.…”

Section: Introductionmentioning

confidence: 99%

Health management students’ self-regulation and digital concept mapping in online learning environments

Alt¹,

Naamati-Schneider

2021

BMC Med Educ

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Background Self-regulation of learning is considered one of the key capabilities deemed essential for the healthcare system and its workers to cope successfully with the current challenges they are facing. Therefore, healthcare curricula are increasingly called upon to support self-regulation as a central learning outcome. With scant relevant publications describing how students of medicine and other healthcare professions regulate their learning, this study set out to design and assess a problem-based learning using digital concept mapping in an online course and to evaluate the set of connections between this intervention and Health Management students’ self-regulation of learning. Method Students of a Management of Health Service Organizations program (100) were presented with an ill-structured problem, relevant to their course content (accreditation process within hospitals) and were asked to argue for or against the implementation of the accreditation process. The participants were asked to detail five arguments to establish their decision by using Mindomo, a popular digital platform for designing concept maps. The students were given predefined criteria that allowed them to self-assess their maps. Data for the analysis were gathered by two measurements: Concept mapping for problem-based learning scale and the Online self-regulated learning scale and were analyzed by using Partial Least Squares - Structural Equation Modeling. Results The analyses showed that at the beginning of the process, students’ online self-regulation was found lower than at the end of the intervention, and only two self-regulation sub-factors: Goal setting and Task strategies, were positively linked to students’ perceptions of the intervention. After the intervention, the analyses showed that it increased the levels of four Online self-regulation sub-factors: Goal setting, Task strategies, Environment structuring, and Time management. Conclusions Teachers need to recognize and account for different types of learners and encourage and scaffold students’ effective use of self-regulation strategies. Low self-regulated learners might fail to see the advantages of concept mapping in problem-solving activities. Combining these teaching and learning tools together with the use of advanced technology in an online course that encourages active learning enables the development and acquisition of abilities of self-directed learning among students in the medical and health management professions.

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“…With the effectiveness and connectivity of use, this is the advantage of the web as an assessment media that should begin to be implemented in schools in order to save costs. The reason for using web-based assessment as a media for character assessment is because currently with the advancement of technology, technology is increasingly needed in life (Bilik et al, 2020;Hamdunah et al, 2016;Mountaines et al, 2013). The use of technology as a means and media in activities at school is a demand from the increasingly advanced times (C.-H. Chen & Tsai, 2021;Jang et al, 2021).…”

Section: Resultsmentioning

confidence: 99%

Analysis of User Responses to the Application of Web-Based Assessment on Character Assessment

Tanti¹,

Astalini

Kurniawan

et al. 2021

j.of education technology

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There are currently several obstacles in the assessment using conventional media, including excessive use of paper, which causes environmental damage, and increases in school fees to conduct an assessment. In addition, it is less effective in conducting assessments because it takes a long time to assess the results of student answers manually. . Conventional media allows fraud and results in a lack of confidence in the assessment results. This study aims to analyze user responses using web-based assessment as a character assessment medium. The population of this study amounted to 91 students. This study uses a mixed-method explanatory method with descriptive analysis and qualitative methods. The results of the study show that the user response obtained an average value of 3.52, which includes the SB category (excellent) because the use of the website can save time, display real-time data, and is very easy to use anywhere, so with a good response from users make this web-based assessment suitable for use in student character assessment. This research implies that teachers can use web-based assessment in conducting assessments.

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Effects of web-based concept mapping education on students' concept mapping and critical thinking skills: A double blind, randomized, controlled study

Cited by 49 publications

References 21 publications

Effect of Concept Mapping Education on Critical Thinking Skills of Medical Students: A Quasi-experimental Study

Effect of Concept Mapping Education on Critical Thinking Skills of Medical Students: A Quasi-experimental Study

Health management students’ self-regulation and digital concept mapping in online learning environments

Analysis of User Responses to the Application of Web-Based Assessment on Character Assessment

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