Using Concept Maps to Create Meaningful Learning in Medical Education

Daley, Barbara J.; Durning, Steven J.; Torre, Dario

doi:10.15694/mep.2016.000019

Cited by 52 publications

(40 citation statements)

References 69 publications

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“…One method to promote active and meaningful learning is through the use of concept mapping. [3][4][5] Concept mapping is a teaching and learning strategy where students connect knowledge domains to demonstrate a deeper understanding between theory and practice. 5 Concept maps consist of concepts (also referred to as knowledge domains or nodes) which are linked together using linking words or phrases to create propositions.…”

Section: Introduction/backgroundmentioning

confidence: 99%

Case-Based Group Learning Using Concept Maps to Achieve Multiple Educational Objectives and Behavioral Outcomes

Slieman

Camarata

2019

Journal of Medical Education and Curricular Development

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Knowledge integration is an important aspect of education. In clinical education, there is an emphasis on the integration of basic medical science with clinical practice to provide a higher order of comprehension for future physicians. Also of importance in medical education is the promotion and development of professional behaviors (i.e., teamwork and interpersonal professional behavior). We set out to design and implement a weekly, 2 hour educational active learning activity for first-year preclinical medical students to foster knowledge integration and to promote professional development. As part of our case-based curriculum, we used a small-group active-learning approach involving 3 stages: concept mapping, student peer-review, and student group evaluation. Specific learning objectives and behavioral outcomes were designed to focus the learning activities. Rubrics were designed to (1) assess learners’ group generated concept maps, (2) determine effective student peer review, and (3) appropriate evaluation of group dynamics. In addition to assessment data from the rubrics, course evaluations from participating students were collected. Analysis of rubric assessments and student evaluation data confirmed that there was significant statistical achievement in critical thinking and teamwork among students. Furthermore, when analyzing concept mapping scores between the first and last case, the data displayed significant statistical improvement supporting that student groups were further integrating basic science and clinical concepts. Our concept map-based active-learning approach achieved our designated objectives and outcomes.

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Section: Introduction/backgroundmentioning

confidence: 99%

Case-Based Group Learning Using Concept Maps to Achieve Multiple Educational Objectives and Behavioral Outcomes

Slieman

Camarata

2019

Journal of Medical Education and Curricular Development

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“…[15] Learning in a meaningful way means that medical students actively seek out ways to link new information and experience with what they already know, and concept mapping is one strategy to promote meaningful learning which is based on the work of David Ausubel (1963, 2000) and has been used in education for over 30 years. [16] Mapping helps medical students to organize and integrate information, assess existing knowledge, and relate basic sciences concepts to clinical presentation of the patient. [17]…”

Section: Discussionmentioning

confidence: 99%

Concept mapping as a tool to improve medical student's learning about rabies surveillance

Sargolzaie

Sargazi

Lotfi

2019

J Edu Health Promot

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CONTEXT: Rabies is a viral zoonotic infection of the central nervous system. Annually more than 59,000 people die of rabies worldwide; human rabies can be prevented by using proper postexposure prophylaxis. A major component of successful rabies surveillance is well-educated medical professional. AIMS: The aim of this study is evaluate the effect of concept mapping as an active teaching method on medical students’ knowledge about rabies prophylaxis. SUBJECTS AND METHODS: It was a pre- and post interventional study carried out on 80 medical interns. Our intervention included Group 1 – trained by concept maps – and Group 2: – trained by book reading. Data gathering tool was the researcher-made questionnaire that consisted of seven open-ended questions that assessed the interns’ knowledge about animal bite surveillance. STATISTICAL ANALYSIS USED: Students’ scores of pre- and posttests have been analyzed with paired t -test and independent t -test. RESULTS: Comparing the pre- and posttest scores of students in two groups by paired t -test showed that interventions have been effective in both the groups; posttest scores of both groups had increased significantly ( P < 0.001). Score mean difference in concept map group was significantly higher than book reading group based on independent t -test ( P = 0.001). CONCLUSIONS: It seems that concept mapping as a visual training tool for transferring the concepts to medical students is more appropriate than the other traditional ones like book reading, but more research is needed to be sure that active methods are better than traditional ones.

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“…Characteristic features of concept and knowledge maps are a hierarchical structure (with broader concepts at the top) and cross-links (showing how ideas from different domains relate to each other [30]. Within medical education, concept and knowledge maps have been shown to help students integrate their understanding of physiological mechanisms [31,32] and pathology [33,34], and help students transfer knowledge learnt from one context to another [35]. …”

Section: Introductionmentioning

confidence: 99%

Knowledge maps: a tool for online assessment with automated feedback

Harris

Kumar

et al. 2018

Medical Education Online

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In higher education, most assessments or examinations comprise either multiple-choice items or open-ended questions such as modified essay questions (MEQs). Online concept and knowledge maps are potential tools for assessment, which might emphasize meaningful, integrated understanding of phenomena. We developed an online knowledge-mapping assessment tool, which provides automated feedback on student-submitted maps. We conducted a pilot study to investigate the potential utility of online knowledge mapping as a tool for automated assessment by comparing the scores generated by the software with manual grading of a MEQ on the same topic for a cohort of first-year medical students. In addition, an online questionnaire was used to gather students’ perceptions of the tool. Map items were highly discriminating between students of differing knowledge of the topic overall. Regression analysis showed a significant correlation between map scores and MEQ scores, and responses to the questionnaire regarding use of knowledge maps for assessment were overwhelmingly positive. These results suggest that knowledge maps provide a similar indication of students’ understanding of a topic as a MEQ, with the advantage of instant, consistent computer grading and time savings for educators. Online concept and knowledge maps could be a useful addition to the assessment repertoire in higher education.

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Using Concept Maps to Create Meaningful Learning in Medical Education

Cited by 52 publications

References 69 publications

Case-Based Group Learning Using Concept Maps to Achieve Multiple Educational Objectives and Behavioral Outcomes

Case-Based Group Learning Using Concept Maps to Achieve Multiple Educational Objectives and Behavioral Outcomes

Concept mapping as a tool to improve medical student's learning about rabies surveillance

Knowledge maps: a tool for online assessment with automated feedback

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