Students’ perception of a modified form of PBL using concept mapping

Abstract

Background: Problem-based learning (PBL) and concept mapping have been shown to promote active and meaningful learning. Aim: To design a method of PBL that includes concept mapping and examine students' perceptions of this form of PBL. Methods: We designed a 5-phase method of PBL which produced three clearly identifiable mapping phases that reflected the learning activities during the tutorial: (1) the initial understanding of the clinical problem, (2) students' prior knowledge of the problem, (3) the final understanding of the problem following self-directed study. The process of developing the second and third phases of the map involved the students answering questions that they generated on two occasions to give the entire process a 5-phase approach. Each student was exposed to both methods of PBL: a conventional 7-step method (Maastricht type) and the modified PBL (5-phase) method. We used a questionnaire to evaluate the students' perceptions of the two methods in four learning domains. Result: The students' ratings for the 5-phase method were significantly higher than for the 7-step method ( paired t-test) on all items on the questionnaire. Conclusion: The students perceived the 5-phase method as promoting their passion for learning, and developing their cognitive, metacognitive and interpersonal skills.

The Role of Argumentation in Hypothetico-Deductive Reasoning During Problem-Based Learning in Medical Education: A Conceptual Framework

“…Rendas et al (2006) also found that medical students' use of concept mapping in a PBL pathophysiology course promoted the students' understandings of the relevant pathophysiological concepts involved in a patient's problem, and assisted them in generating hypotheses and gathering information for solving the problem. Thus, in PBL, concept mapping can be a cognitive tool to assist medical students with clinical reasoning by helping them structure and organize information and relate concepts in the basic sciences to a patient's clinical presentations, which can enhance a pathophysiological understanding of a patient's problem (Addae, Wilson, & Carrington, 2012;Azer, 2005;Dee, Haugen, & Kreiter, 2014;Guerrero, 2001;Rendas et al, 2006). The following shows that creating a concept map as a diagram of the mechanisms of a patient's problem can be used as fixed scaffolding (Saye & Brush, 2002;Azevedo et al, 2004) to support students' coherent argument building during HDR processes:…”

The cultural flavours of problem-based learning

“…In Latin America, students have been reported to prefer a nonconventional model of PBL that promotes the development of questioning and interpersonal skills. 6 Like people who work in food, language, traditions and customs, educators using PBL might do well to adopt a local flavour that is relevant to the existing culture.…”

Problem-based learning on cell biology and ecophysiology using integrated laboratory and computational activities

“…Since the aims of concept mapping and those of PBL are strategies that naturally complement each other in promoting meaningful learning (Addae et al, 2012), in our strategy we used PBL combined with two mapping phases. We also included some experimental activities, such as laboratory activities and computational simulations that were integrated in the context of implementation of PBL in a K-12 environment.…”