The effectiveness of concept mapping as a tool for developing critical thinking in undergraduate medical education – a BEME systematic review: BEME Guide No. 81

Fonseca, Marta; Marvão, Pedro; Oliveira, Beatriz; Heleno, Bruno; Carreiro-Martins, Pedro; Neuparth, Nuno; Rendas, António

doi:10.1080/0142159x.2023.2281248

Cited by 3 publications

(3 citation statements)

References 62 publications

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“…Concept maps (CMs) emerge as flexible tools that facilitate knowledge integration across a wide spectrum of contexts, purposes, and variations in their application (Fonseca et al, 2023). CMs, first introduced by Novak in 1984, are visual representations of knowledge that connect concepts meaningfully (Novak, 2003).…”

Section: Introductionmentioning

confidence: 99%

“…This approach not only promotes knowledge acquisition but also its integration and accurate application, contributing to the development of clinical reasoning skills. CMs improve logical organization and clarify relationships between concepts, essential for students' critical thinking and clinical reasoning (Daley et al, 2016;Fonseca et al, 2023). Additionally, CMs help students summarize clinical cases or plan actions, thus advancing their analytical critical thinking and clinical reasoning competencies (Demeester et al, 2010).…”

Section: Introductionmentioning

confidence: 99%

“…We began this project with a literature review, which allowed us to better understand how CMs promote critical thinking. This review also indicated that their use varies greatly depending on the local context (Fonseca et al, 2023). Therefore, before proceeding with a large-scale implementation, we conducted a qualitative exploratory study to gain insights into the perspectives of students and tutors in their learning and teaching context.…”

Section: Introductionmentioning

confidence: 99%

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Promoting clinical reasoning in undergraduate Family Medicine curricula through concept mapping: a qualitative approach

Fonseca,

Marvão,

Rosado-Pinto

et al. 2024

Adv in Health Sci Educ

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Clinical reasoning is a crucial skill for physicians, enabling them to bridge theoretical knowledge with practical application. The gap between basic sciences and clinical practice persists as a challenge, with traditional teaching methods yet to effectively bridge it. Concept maps (CMs), visual tools for organizing and connecting knowledge, hold promise for enhancing clinical reasoning in the undergraduate medical curriculum. However, further research is required to ascertain if CMs facilitate clinical reasoning development in medical students transitioning from basic sciences to clinical practice. This study aims to delineate how CMs can facilitate clinical reasoning in patients with multimorbidity within undergraduate Family Medicine curricula, as perceived by students and tutors, and to understand the implementation process and resources required. This exploratory qualitative study formed a part of an action research project. While introducing an educational intervention to 5th-year medical students, we conducted a qualitative evaluation. Subsequently, semi-structured group interviews were conducted with students, and a focus group was conducted with tutors. Three main educational impacts were identified: integration of clinical information, support for patient management and care plan, and collaborative learning. Key aspects for successful CM implementation included clear instructions for map construction, using user-friendly software, allocating sufficient time for the task, encouraging group discussion of CMs, and incorporating tutor feedback. CMs are pedagogical tools that facilitate clinical information integration and support management and treatment plans, helping students better understand multimorbidity patients and promoting some components of clinical reasoning in undergraduate medical education.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Promoting clinical reasoning in undergraduate Family Medicine curricula through concept mapping: a qualitative approach

Fonseca,

Marvão,

Rosado-Pinto

et al. 2024

Adv in Health Sci Educ

Self Cite

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Enhancing concept map teaching technology with student’s handwritten concept map notes

Al Rashid,

Rahman,

Patil

et al. 2024

TAPS

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From Fragmented Facts to Unified Knowledge: Exploring Concept Mapping in Neuromuscular Physiology Among First-Year Medical Students

Shanmugarajah,

Mondal,

Das

2024

Cureus

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Background First-year medical students may find it challenging to integrate complex physiological concepts, particularly neuromuscular physiology. While concept mapping has shown promise in medical education, its specific application in teaching intricate physiological mechanisms still needs to be explored. With this background, the objective of the study was to assess the feasibility of using concept mapping among first-year medical students and to explore the perception of students about concept mapping as an educational tool. Methods A mixed-methods study was conducted with first-year medical students (n = 110) of the 2023-2024 batch at All India Institute of Medical Sciences, Bhubaneswar, India. A briefing on the basic theories of concept mapping was carried out. Students participated in a structured concept mapping session focusing on the mechanism of muscle contraction. Students (two students in a group) created concept maps illustrating relationships between neuronal architecture, action potentials, neuromuscular transmission, sarcotubular system, excitation-contraction coupling, and muscle contraction processes. Data collection included digital submissions of concept maps and structured feedback questionnaires. Two faculty members evaluated the concept maps, and student feedback was analyzed using quantitative and qualitative approaches. Results A total of 110 first-year undergraduate medical students participated in the study and created 55 concept maps. The students scored 17.32 ± 1.7 out of 20 maximum achievable scores, which corresponds to an average of 86.59%. Seventy-five (68.18%) students rated the technique as excellent, 32 (29.09%) found it good, and only three (2.73%) rated it as average. Ninety-eight (88.8%) students strongly agreed or agreed that it provided a practical learning experience and found it refreshing compared to traditional lectures. Additionally, 102 (92.7%) students acknowledged its ability to stimulate creative thinking, and 102 (92.7%) also reported effective collaboration with peers. According to 82 (74.5%) students, concept mapping also facilitated in-depth knowledge acquisition, demonstrating its effectiveness in promoting active, engaging, and collaborative learning. Qualitative analysis revealed that concept mapping helped the students organize complex information, encourage critical thinking, improve retention through visual learning, promote collaborative knowledge-building, and facilitate self-assessment of their understanding. Conclusion Concept mapping can be used as a pedagogical tool for teaching complex neuromuscular physiology concepts to first-year medical students. The technique can bridge the gap between fragmented knowledge and integrated understanding while promoting active learning and critical thinking. The majority of the students rated it as excellent or good. It significantly enhances engagement, creative thinking, and deeper subject understanding compared to traditional ...

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The effectiveness of concept mapping as a tool for developing critical thinking in undergraduate medical education – a BEME systematic review: BEME Guide No. 81

Cited by 3 publications

References 62 publications

Promoting clinical reasoning in undergraduate Family Medicine curricula through concept mapping: a qualitative approach

Promoting clinical reasoning in undergraduate Family Medicine curricula through concept mapping: a qualitative approach

Enhancing concept map teaching technology with student’s handwritten concept map notes

From Fragmented Facts to Unified Knowledge: Exploring Concept Mapping in Neuromuscular Physiology Among First-Year Medical Students

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