Effect of Concept Mapping Teaching Method on Critical Thinking Skills of Medical Students (original) (raw)
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Ethiopian journal of health sciences, 2021
BACKGROUND፡ Fostering critical thinking (CT) is one of the most important missions in medical education. Concept mapping is a method used to plan and create medical care through a diagrammatic representation of patient problems and medical interventions. Concept mapping as a general method can be used to improve CT skills in medical students. The aim of this study was to explore the effect of concept mapping on CT skills of medical students. METHODS: This quasi-experimental study was conducted on 100 second-year medical students which take an anatomy course. Participants were randomly assigned into a control group (lecture-based) and an intervention group (concept mapping). CT levels of medical students were assessed using the California Critical Thinking Skills Test. Data were analyzed using independent sample t-test. RESULTS: Before intervention, CT scores of the intervention and control groups were 6.68 ± 2.55 and 6.64 ±2.74, respectively, and after intervention, they were 11.64 ±2.29 and 10.04 ± 3.11, respectively. Comparison of mean score differences for both groups before and after intervention demonstrated that CT scores in the experimental group significantly increased after intervention (P=0.021). CONCLUSIONS: Medical students who were taught through concept mapping showed an increase in CT scores, compared with those in the control group. Medical students require effective CT skills in order to make sound knowledge-based assessment and treatment choices during patient care. Therefore, instructors and planners of medical education are expected to apply this educational strategy for developing CT skills in medical students.
Concept maps as a novel assessment tool in medical education
MedEdPublish, 2022
Background: We conducted a pilot study to investigate the use of Concept Maps (CMs) in a Problem-Based Learning (PBL) setting as a complementary tool to current educational techniques for enhancing medical student knowledge and critical thinking. We also introduced a measure from the field of graph theory as an objective means of CM quality assessment. Methods: Participants were first-year medical students with no or minor prior CM experience. All participants completed questionnaires (demographic information and assessment of learning style) to establish a baseline measure against which the change in clinical and critical thinking was assessed. They were asked to prepare CMs for three PBL cases, and following the submission of the CMs they completed semi-structured critical and clinical thinking questionnaires. A clinical expert also created corresponding “benchmark” CMs for comparison. Qualitative (Wordclouds) and quantitative (graph theory) analysis provided a summary of the key ...
There is a resounding resemblance between concept maps and illness scripts described in the knowledge structure theory of clinical reasoning. Despite the growing interest in concept mapping, few studies have been done on its relationship with clinical reasoning. The aim of this study is to examine the relationship between 6th year students' (n = 55) ability to construct concept maps and their clinical reasoning skills and to improve the understanding of concept maps' use in medical education curriculum in the Faculty of Medicine, Suez Canal University. Analytical cross-sectional study was used and a workshop was conducted in 2017 to teach final year medical students how to construct a concept map in paediatrics discipline. Then, the developed concept maps were scored by four raters according to the Kassab and Hussain scoring system. Then a Script Concordance Test (SCT) in paediatrics was taken by these 6th year students. Correlation analysis between concept maps' scores and SCT scores was done. The results showed a mean and SD of 14.76 ± 2.79 for the total score in concept map assessment. In clinical reasoning evaluation using SCT, 6th year students recorded a mean score of 37.2% (11.16 ± 3.55). There was a statistically significant correlation between mean scores of the total concept map assessment scores across all raters and the total scores in SCT for those 6th year students with a correlation coefficient of 0.51 (p value < 0.05). The study concluded that there is a significant correlation between the 6th year medical students' ability for constructing concept map and their clinical reasoning skills. This is considered as a starting point for the application of concept maps as an assessment tool for evaluating clinical reasoning skills in health professions education.
Education in Medicine Journal
There is a resounding resemblance between concept maps and illness scripts described in the knowledge structure theory of clinical reasoning. Despite the growing interest in concept mapping, few studies have been done on its relationship with clinical reasoning. The aim of this study is to examine the relationship between 6th year students' (n = 55) ability to construct concept maps and their clinical reasoning skills and to improve the understanding of concept maps' use in medical education curriculum in the Faculty of Medicine, Suez Canal University. Analytical cross-sectional study was used and a workshop was conducted in 2017 to teach final year medical students how to construct a concept map in paediatrics discipline. Then, the developed concept maps were scored by four raters according to the Kassab and Hussain scoring system. Then a Script Concordance Test (SCT) in paediatrics was taken by these 6th year students. Correlation analysis between concept maps' scores and SCT scores was done. The results showed a mean and SD of 14.76 ± 2.79 for the total score in concept map assessment. In clinical reasoning evaluation using SCT, 6th year students recorded a mean score of 37.2% (11.16 ± 3.55). There was a statistically significant correlation between mean scores of the total concept map assessment scores across all raters and the total scores in SCT for those 6th year students with a correlation coefficient of 0.51 (p value < 0.05). The study concluded that there is a significant correlation between the 6th year medical students' ability for constructing concept map and their clinical reasoning skills. This is considered as a starting point for the application of concept maps as an assessment tool for evaluating clinical reasoning skills in health professions education.
Comparison of Learning with Concept Maps and Classical Methods Among Medical Students
Education in medical faculties is generally long and tiresome compared to other faculties. The aim of this study is to compare learning with concept maps and classical methods among medical students. For this reason, the successes of the fifth year medical students who are taught “Burn Management” in Plastic Surgery course either using classical methods (Group-A) or concept maps (Group-B) are analyzed. At the end of the Plastic Surgery course, the examination scores of Group-A and Group-B was 76.7 and 88.4, respectively. The difference between groups was statistically significant (p < 0.05). Using concept maps in learning may facilitate understanding and may help analytical and critical thinking. As a conclusion, we believe that concept maps should be widely used in medical education, in order to promote meaningful learning
Medical Teacher, 2013
Background: Medical student education is challenging, and concept maps (CMs) can help students link new and existing knowledge, promote critical thinking and identify knowledge gaps. Aims: To study the feasibility, acceptability, and effectiveness of CMs in problem-based learning (PBL) tutorials. Method: Students and tutors were randomized to tutorials that used or did not use CMs. A mixed-methods approach generated qualitative and quantitative results of participants' perspectives on and the effects of CMs in PBL tutorials. Results: Student survey response rate was 71% (122/172). Most students (82.6%) planned to use CMs in the future at least occasionally, and students in CM tutorials endorsed increased likelihood of using CMs in the future (p ¼ 0.02) versus students in non-CM tutorials. Qualitative analyses identified consistent associations between CMs and recurrent themes: integration of physiological mechanisms, challenging students' knowledge of the material, and identification of knowledge gaps. Quantitative assessment of final exam scores revealed a statistically significant increase in the students' scores in CM tutorials versus students in non-CM tutorials with an a priori of 50.10. Conclusions: CMs are well accepted by students and faculty, feasible to incorporate into PBL tutorials, and may result in improved exam performance and student learning of physiologic concepts.
Concept mapping assessment in medical education: a comparison of two scoring systems
Medical Education, 2002
Background Concept mapping has the potential to measure important aspects of a student's evolving knowledge framework in a way that conventional examinations cannot. This is important because development of an elaborate and well-structured knowledge framework is a critical step toward becoming an expert in a particular field. Little is known about the best way to score concept maps in the setting of medical education. Therefore, as a preliminary step in addressing this question, we compared two different scoring systems for validity: a structural method based on the organization of a map's hierarchical structure and a relational method based, not on structure, but on the quality of each individual map component.
MedEdPublish, 2017
This article was migrated. The article was not marked as recommended. Research has shown that students feel overwhelmed by the amount of information covered in first year anatomy and physiology subjects (Eagleton, 2015). In this paper, we present an activity designed to facilitate learning of the organization of the human skeletal system and anatomical directional terms used to help describe it. Learning styles and the effect of body painting was also investigated.Two studies are described and each were analysed separately both quantitatively (pre- and post-test scores) and qualitatively (surveys).Body painting did not affect the number of directional terms included in the concept maps. The most common term used was "superior" and the least was "superficial". Students applied the greatest number of directional terms to the lower limb, upper limb and vertebral column. Knowledgeable students gained no benefit from the body painting activity and from completing the ...
Journal of Diabetes & Metabolic Disorders, 2014
Background: The objective of this study was to compare concept mapping with lecture-based method in teaching of evidence based educated topic to medical students. Methods: This randomized controlled trial was carried out on medical students during sixth year of 7-year MD curriculum clerkship phase. Cluster randomization was used to divide students into intervention and control groups. Both groups, at the beginning, were taught "Diabetic Ketoacidosis" (DKA) using evidence-based tool named Critically Appraised Topics (CAT). Students of intervention group were taught construction of concept maps on DKA and in the control group students had a lecture and a group discussion about what they had been taught on DKA. In the end, all of the students had an exam that they had to answer to 7 questions following to two clinical scenarios. The questions addressed physiopathology, diagnosis and treatment of patients with DKA and were scored separately. Sum of these scores was considered as total score. Scores were compared between intervention and control groups.
Online concept maps in medical education: Are we there yet?
Focus on Health Professional Education: A Multi-Professional Journal, 2016
Background: Concept maps are widely used in education to promote meaningful learning, critical thinking and problem-solving skills. Such maps are of particular interest within medical education because concept mapping is a form of active learning, which can foster the lifelong learning medical students require to manage an everincreasing body of knowledge. Issues: Despite these benefits, the introduction of concept maps in curricula can often be met with resistance. To overcome this obstacle, providing varying levels of guidance, i.e., scaffolded versus self-constructed concept maps, may be more suited to novice and experienced students, respectively. Furthermore, immediate feedback (known to enhance student learning and motivation) is difficult and time-consuming to provide. Conclusions: As such, future research into concept mapping would benefit from the development and validation of automated tools for their assessment. Although concept maps are effectively utilised within limited contexts in medical education, consideration of how they can be most effectively employed is needed.