The Utility of Concept Maps to Facilitate Higher-Level Learning in a Large Classroom Setting

Carr-Lopez, Sian M.; Galal, Suzanne M.; Vyas, Deepti; Patel, Rajul A.; Gnesa, Eric

doi:10.5688/ajpe789170

Cited by 28 publications

(32 citation statements)

References 10 publications

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“…14 By the same token, the results of a study in Canada suggested that the application of CM in a cardiovascular therapeutics course developed meaningful learning for students. 15 According to the results of a study in Iran as well, the use of CM for training medical students on the topic of diabetic ketoacidosis promoted meaningful learning for them. 16 In another study conducted in the United States, of those students who used CM for training dental hygiene; meaningful learning resulted.…”

Section: Discussionmentioning

confidence: 99%

Iranian Nursing Students’ Perceptions Regarding Use of Concept Mapping: A Content Analysis

Rahnama¹,

Mardani-Hamooleh²

2017

Res Dev Med Edu

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Section: Discussionmentioning

confidence: 99%

Iranian Nursing Students’ Perceptions Regarding Use of Concept Mapping: A Content Analysis

Rahnama¹,

Mardani-Hamooleh²

2017

Res Dev Med Edu

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“…Related terms in pharmacy included critical thinking and problem-solving focused on the thinking skills of the pharmacist. The focus of literature was on didactic instructional activities 113,114 and pedagogical approaches [115][116][117][118] to meet learning objectives for skill development in critical thinking. Several studies did include development of skills associated with clinical reasoning, such as reflection 119,120 and cognitive flexibility.…”

Section: [Hd2]synopses Of Clinical Reasoning By Disciplinementioning

confidence: 99%

Clinical Reasoning in Physical Therapy: A Concept Analysis

et al. 2018

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Background Physical therapy, along with most health professions, struggles to describe clinical reasoning, despite it being a vital skill in effective patient care. This lack of a unified conceptualization of clinical reasoning leads to variable and inconsistent teaching, assessment, and research. Objective The objective was to conceptualize a broad description of physical therapists’ clinical reasoning grounded in the published literature and to unify understanding for future work related to teaching, assessment, and research. Design/Methods The design included a systematic concept analysis using Rodgers’ evolutionary methodology. A concept analysis is a research methodology in which a concept's characteristics and the relation between features of the concept are clarified. Results Based on findings in the literature, clinical reasoning in physical therapy was conceptualized as integrating cognitive, psychomotor, and affective skills. It is contextual in nature and involves both therapist and client perspectives. It is adaptive, iterative, and collaborative with the intended outcome being a biopsychosocial approach to patient/client management. Limitations Although a comprehensive approach was intended, it is possible that the search methods or reduction of the literature were incomplete or key sources were mistakenly excluded. Conclusions A description of clinical reasoning in physical therapy was conceptualized, as it currently exists in representative literature. The intent is for it to contribute to the unification of an understanding of how clinical reasoning has been conceptualized to date by practitioners, academicians, and clinical educators. Substantial work remains to further develop the concept of clinical reasoning for physical therapy, including the role of movement in our reasoning in practice.

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“…In pharmacy education, it has been shown to benefit higher-level learning. 7 Students commented that concept mapping helped them produce their own strong conceptual framework 26 and helped them explain the links between variables. A number of students also reported that concept maps were also useful in helping in the creative process of finding a solution to a novel problem, in agreement with the findings of González and colleagues.…”

Section: Discussionmentioning

confidence: 99%

“…[4][5][6] Specific approaches that ask students to produce diagram representations of their understanding such as concept mapping can assist with comprehension of the inter-relationships between variables. 7 The flipped classroom approach proposes that students engage with pre-class activities that prepare them for inclass active learning. Thus, there is a proposed synergistic relationship between student preparation for class and in-class active learning 8 that could be seen in assessments.…”

Section: Introductionmentioning

confidence: 99%

Student Engagement with a Flipped Classroom Teaching Design Affects Pharmacology Examination Performance in a Manner Dependent on Question Type

White

Naidu

Yuriev

et al. 2017

American Journal of Pharmaceutical Education

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Objective: To investigate the relationship between student engagement with the key elements of a flipped classroom approach (preparation and attendance), their attitudes to learning, including strategy development, and their performance on two types of examination questions (knowledge recall and providing rational predictions when faced with novel scenarios).Methods. This study correlated student engagement with the flipped classroom and student disposition to learning with student ability to solve novel scenarios in examinations.Results. Students who both prepared for and attended classes performed significantly better on examination questions that required analysis of novel scenarios compared to students who did not prepare and missed classes. However, there was no difference for both groups of students on examination questions that required knowledge and comprehension. Student motivation and use of strategies correlated with higher examination scores on questions requiring novel scenario analysis. Conclusion. There is a synergistic relationship between class preparation and attendance. The combination of preparation and attendance was positively correlated to assessment type; the relationship was apparent for questions requiring students to solve novel problems but not for questions requiring knowledge or comprehension.Keywords: undergraduate education, flipped classroom, attendance, preparation, novel problems INTRODUCTIONToday's students face intense cognitive challenges. Learning outcomes that increasingly address higher levels within Bloom's cognitive domain require students to develop skills and attitudes needed to solve problems, predict outcomes, and deal with novel clinical scenarios. 1 Teaching methods must therefore be adapted to effectively prepare students.Carefully designed instructional approaches can help students meet various aspects of the problem-solving process. These include: defining and understanding a problem, researching for information, delineating new terms and analyzing relationships between variables, hypothesizing or planning solutions to the problem, and checking that the proposed solution is consistent with all elements of the scenario. The flipped classroom approach offers a teaching design that can assist students to do many of these tasks. The basic premise of the approach to a flipped or inverted classroom is to require students to study content prior to class so that class time can be devoted to active learning activities.2,3 Pre-learning and related feedback can help with defining terms (developing the language of the new area), and understanding the problem. In-class active learning approaches in which students tackle problems and apply, analyze and synthesize have been proven to improve student performance. [4][5][6] Specific approaches that ask students to produce diagram representations of their understanding such as concept mapping can assist with comprehension of the inter-relationships between variables. 7The flipped classroom approach proposes that students engage ...

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The Utility of Concept Maps to Facilitate Higher-Level Learning in a Large Classroom Setting

Cited by 28 publications

References 10 publications

Iranian Nursing Students’ Perceptions Regarding Use of Concept Mapping: A Content Analysis

Iranian Nursing Students’ Perceptions Regarding Use of Concept Mapping: A Content Analysis

Clinical Reasoning in Physical Therapy: A Concept Analysis

Student Engagement with a Flipped Classroom Teaching Design Affects Pharmacology Examination Performance in a Manner Dependent on Question Type

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