Evaluation of group concept mapping during advanced pharmacy practice experiences

Mukherjee, S. Mimi; Cabrera, Adriana; Silva, Matthew A.

doi:10.1016/j.cptl.2018.09.009

Cited by 9 publications

(4 citation statements)

References 10 publications

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“…Again, this methodological teaching tool has proved to be an important alternative to the objectivist teaching methodology in which knowledge is only transmitted to students independently of the impact of their learning process (Baines & Edwards 2018;Mukherjee et al, 2018). In addition, there is possibility of using concept mapping in learning of other disciplines, since they can be applied in other contents.…”

Section: Discussionmentioning

confidence: 99%

Concept mapping: student perceptions of using a teaching tool in a Pharmacy course

Gomes

Tonn

Porto

et al. 2020

RSD

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Concept mapping consist of diagrams that represent the relationships between concepts and words that describe them. The present study aimed to examination of student perceptions of using concept mapping in a pharmacy course. A group of undergraduate students from the sixth semester were the participants. Students received the concept mapping before and after the theoretical class, also could make their own map. In general manner, 97% of the students made use of concept mapping, 90% consider that their use may be useful for learning pharmacology. 50% of participants considered the help provided by concept mapping for their learning as satisfactory, 25% as very satisfactory and 25% as regular. Still, 63% of students intend to continue use of conceptual maps and 34% think about continuing to use concept mapping. Therefore, the study demonstrated that use of concept mapping as a teaching tool for pharmacology class, managed to arouse students interest in contents.

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Section: Discussionmentioning

confidence: 99%

Concept mapping: student perceptions of using a teaching tool in a Pharmacy course

Gomes

Tonn

Porto

et al. 2020

RSD

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“…Se evidencia también en la tabla 1 que los estudiantes consideran útiles los mapas conceptuales en alguna medida (nivel 3 en la escala) con un porcentaje ≥60 en los ítems referidos a "Me han ayudado a mejorar mi aprendizaje sobre los contenidos del curso", "Han aumentado mi motivación hacia el contenido del curso" y "Me han ayudado a visualizar algunos conceptos expresados ambiguamente por el profesor". Los mapas conceptuales no solo permiten que el estudiante genere ideas e integre los nuevos conocimientos a los que ya posee, sino también permite que evalúe y mida la comprensión de conceptos (Arellano y Santoyo, 2009), que pueda identificar errores (Mukherjee, Cabrera y Silva, 2018), puesto que el aprendizaje significativo no implica la ausencia de errores conceptuales como utilizar conceptos erróneos, concepciones alternativas, nociones ingenuas y nociones precientíficas (Correia y Cicuto, 2014). Todo ello contribuye a que se sientan más seguros al utilizar mapas conceptuales, pues se incrementa su interés por el aprendizaje (Maldonado y Romero, 2016).…”

Section: Discussionunclassified

Utilidad percibida de los mapas conceptuales por estudiantes de educación superior

Chambi-Mescco

2020

Apunt. univ.

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El presente estudio tuvo como propósito identificar la utilidad de los mapas conceptuales que perciben los estudiantes de primer ciclo de estudios generales de una universidad pública peruana. Los estudiantes elaboraron diversos mapas conceptuales para representar su comprensión conceptual a través del programa Cmap Tools. La metodología de este estudio corresponde al enfoque cuantitativo, por lo que se aplicó el Concept Mapping Questionnaire (CMQ), en su versión en español, a 70 estudiantes matriculados en el periodo académico 2019-I. Los resultados muestran que la mayor parte de los estudiantes consideran que los mapas conceptuales son útiles en alguna y gran medida, principalmente porque les ha ayudado a aclarar las interrelaciones que hay entre los contenidos de la asignatura, a pensar de forma independiente y a comprender mejor sus aprendizajes.

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“…6,7,8 Concept mapping is currently being used in pharmacy curriculums to teach disease states and the Pharmacists' Patient Care Process, as well as for assessment purposes. 9,10,11 A J P E A c c e p t e d…”

Section: Introductionmentioning

confidence: 99%

A Concept Mapping Activity to Enhance Pharmacy Students’ Metacognition and Comprehension of Fundamental Disease State Knowledge

Powell

Oxley

Chen

et al. 2021

American Journal of Pharmaceutical Education

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Objective. To examine the impact of pre-class concept mapping on students' ability to self-assess their degree of foundational disease state knowledge (metacognition), as well as pre-class quiz performance. Methods. Second-year pharmacy students in a problem-based learning course were responsible for self-directed learning of foundational knowledge for 14 disease states. After completing independent pre-class reading, students either (1) created group concept maps for which feedback was provided; (2) created group concept maps with no formal feedback; or (3) had no formal group activity. The next day, prior to the formal in class discussion, students completed a quiz covering foundational knowledge and predicted the number of questions they would answer correctly before completing the quiz. Quiz performance was compared between the three conditions, and bias and absolute bias were calculated to evaluate metacognitive skills. Results. There was no difference in metacognition among the conditions, as reflected by inaccuracy between predicted and actual quiz scores. However, when students engaged in concept mapping, their quiz performance was significantly higher than the business-as-usual control. Conclusion. Concept mapping did not improve metacognitive skills but did have small effects on quiz performance. More research is needed to tease apart the roles of concept mapping, group activity, and feedback in altering quiz performance and metacognitive skills.

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Evaluation of group concept mapping during advanced pharmacy practice experiences

Cited by 9 publications

References 10 publications

Concept mapping: student perceptions of using a teaching tool in a Pharmacy course

Concept mapping: student perceptions of using a teaching tool in a Pharmacy course

Utilidad percibida de los mapas conceptuales por estudiantes de educación superior

A Concept Mapping Activity to Enhance Pharmacy Students’ Metacognition and Comprehension of Fundamental Disease State Knowledge

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