Toward meaningful learning in undergraduate medical education using concept maps in a PBL pathophysiology course

2006 ◽  
Vol 30 (1) ◽  
pp. 23-29 ◽  
Author(s):  
António B. Rendas ◽  
Marta Fonseca ◽  
Patrícia Rosado Pinto
Keyword(s):  
Medical Education ◽  
Concept Mapping ◽  
Undergraduate Medical Education ◽  
Concept Maps ◽  
Meaningful Learning ◽  
Educational Method ◽  
Mapping Tool ◽  
Group A ◽  
Computer Based ◽  
Clinical Problems

Problem-based learning (PBL) is now an established method in undergraduate medical education that aims to develop reasoning skills based on clinical problems. More recently, the use of concept mapping in medical education aims to improve meaningful learning. At the New University of Lisbon, we have been using PBL as a major educational method in a pathophysiology course. In 2003–2004, we started to use Inspiration, a computer-based concept mapping tool, with a single tutorial PBL group. A total of 36 maps were constructed related to short cases, already used in the PBL course, in which a certain number of key nodes were hidden to allow the students to fill in the gaps. The results obtained appear to indicate that the use of concept maps stimulated meaningful learning within a PBL course.

scholarly journals Computer-Based Concept Mapping as a Method for Enhancing the Effectiveness of Concept Learning in Technology-Enhanced Learning

2019 ◽  
Vol 11 (4) ◽  
pp. 1005 ◽  
Author(s):  
Gülsüm Aşıksoy
Keyword(s):  
Problem Solving ◽  
Concept Mapping ◽  
Concept Learning ◽  
Meaningful Learning ◽  
Control Group ◽  
Technology Enhanced Learning ◽  
Problem Solving Skills ◽  
Computer Based ◽  
Enhanced Learning ◽  
Experimental Group

Technology enhanced learning is a wide area that covers all uses of digital technology to support learning and teaching activities. The computer-based concept mapping has shown potential in enhancing meaningful learning in education. Concept mapping is an important tool that is used in the field of education to help students in understanding the basic concepts and the relationships between them. This research proposes a computer-based concept mapping (CBCM) environment combined with Google classroom to help students reduce their misconceptions and to improve their problem solving skills. Furthermore, it examines the effect of CBCM on the sustainability of concept learning according to student views. The participants were first-year engineering students. The study was conducted in a physics class, and a true-experimental design was used. The experimental group students learned with the Google classroom combined with computer-based concept mapping (CBCM), while the concept group students learned with Google classroom and the traditional method. Data were collected from a physics concept test, problem solving inventory, and semi-structured interviews. The research results indicated that teaching in the CBCM environment combined with Google Classroom provides meaningful learning by correcting the misconceptions of the students. Moreover, there was a significant increase in the problem solving skills of the experimental group as compared to the control group. According to the students’ views, it was determined that CBCM enhances the sustainability of concept learning. The results of this study can help educators and researchers to integrate computer-based concept mapping (CBCM) techniques into Google Classroom.

scholarly journals CONCEPT MAPPING: A MEANINGFUL SELF-DIRECTED LEARNING TOOL FOR PROBLEM BASED LEARNING IN PHYSIOLOGY.

2020 ◽  
Vol 4 (8) ◽  
Author(s):  
Anju Anand Asia ◽  
Abhay Mudey
Keyword(s):  
Concept Mapping ◽  
Concept Maps ◽  
Problem Based Learning ◽  
Meaningful Learning ◽  
Problem Analysis ◽  
Learning Tool ◽  
Self Directed Learning ◽  
Significant Difference ◽  
Post Test ◽  
Directed Learning

Background: Fostering meaningful and self-directed learning among medical graduates is essential to mold them into competent physicians. Concept mapping is one such educational tool facilitating meaningful learning by organizing and integrating information. In our study it was used as a learning tool for problem analysis in Physiology. Material and Methods: Students of the first MBBS Professional year were divided into groups of fifteen; a group facilitator was allotted to each group. After initial practice, students constructed concept maps in Problem based learning (PBL) sessions on case based scenarios; each group finalized a map and then designed charts based on these maps. Student’s analytical ability was determined through differences in score between MCQ based pretest and post test. Charts were evaluated and perception of students regarding effectiveness of concept maps designing was taken. Results:  One hundred and thirty two students completed the study. There was a   statistically significant difference in the pre and post test scores. The items in the Concept maps charts evaluation sheet were ranked as good or excellent in 75% of Charts except the item on horizontal interlinking and cross linking hierarchy which was ranked as satisfactory in 63% of Charts.  Students considered activity of collection of information, discussions, designing, active involvement and teamwork as useful. Conclusions: Self designed Concept maps can be a novel   approach for problem analysis in Physiology. Summary:  Concept maps are useful for summarizing information; integrating mapping in PBL can improve critical thinking ability of students and renew interest in a basic science subject like Physiology. Keywords: Concept map, Problem based learning, Meaningful learning, Analysis.

scholarly journals Editorial: Pedagogic frailty and concept mapping

2017 ◽  
pp. 254-260
Keyword(s):  
Concept Mapping ◽  
Concept Maps ◽  
Expert Knowledge ◽  
Explanatory Power ◽  
Frailty Model ◽  
Knowledge Structures ◽  
Special Issue ◽  
Mapping Tool ◽  
Expert Knowledge Structures ◽  
Influence Activities

The model of pedagogic frailty adds cohesion to consideration of the factors that impinge upon teaching at university and which may inhibit innovation. The model was developed through the examination of expert knowledge structures using concept maps. In this editorial, we summarise the pedagogic frailty model and explain its relationship to the concept mapping tool. We emphasise the need to use excellent concept maps (succinct maps with high explanatory power) for the development of theory and the exploration of the ‘yet-to-be-known’. We introduce the papers in this special issue that each consider pedagogic frailty and/or concept mapping from different perspectives. This illustrates the utility of the frailty model and how it connects to a variety of well-established bodies of research that influence activities within universities at all levels.

scholarly journals Design and development of semi-automatic concept map authoring support tool

2021 ◽  
Vol 16 (1) ◽  
Author(s):  
Aryo Pinandito ◽  
Didik D. Prasetya ◽  
Yusuke Hayashi ◽  
Tsukasa Hirashima
Keyword(s):  
Concept Mapping ◽  
Teaching And Learning ◽  
Concept Maps ◽  
Concept Map ◽  
Learning Activity ◽  
Quality Teachers ◽  
Support Tool ◽  
Mapping Tool ◽  
Potential Benefits ◽  
The Difference

AbstractThis research, to design and develop a concept map authoring support tool, adopts a semi-automatic concept mapping approach to help teachers create concept maps from English readings. A concept map is widely regarded as a useful teaching and learning tool. It offers many potential advantages apart from representing the students’ knowledge and understanding during learning. Students’ engagement in using and creating concept maps with a computer-enabled concept mapping tool raises concept maps’ potential benefits. It contributes to the learning process and improves the students’ meaningful learning. The Kit-Build concept map framework, which incorporates a technology-enabled concept mapping tool, uses concept map recomposition as its essential learning activity. In learning with Kit-Build, teachers compose concept maps that they want the students to achieve. The teachers’ maps are then decomposed into components from which the students recompose and reflect deeply on their understanding. The difference between teacher’s and students’ concept maps depicts the gap between teachers’ expected understanding and students’ actual understanding. Hence, the teachers’ concept map becomes an essential part of learning with Kit-Build. For some teachers, creating a good concept map for learning is difficult and time-consuming. Hence, support to improve teachers’ productivity in creating concept maps is essential. The findings suggest that the support tool yields better concept mapping efficiency while maintaining concept maps of similar quality. Teachers also found that the support tool was useful. Therefore, semi-automatic concept mapping with the supported Kit-Build concept map authoring tool has been shown to be a better approach.

scholarly journals Comprehension-Oriented Learning of Cell Biology: Do Different Training Conditions Affect Students’ Learning Success Differentially?

2021 ◽  
Vol 11 (8) ◽  
pp. 438 ◽  
Author(s):  
Lukas Bernhard Becker ◽  
Virginia Deborah Elaine Welter ◽  
Ellen Aschermann ◽  
Jörg Großschedl
Keyword(s):  
Concept Mapping ◽  
Cell Biology ◽  
Concept Maps ◽  
Learning Strategy ◽  
Meaningful Learning ◽  
Learning Outcome ◽  
Learning Success ◽  
Quasi Experimental ◽  
Educational Perspective ◽  
Complex Relationships

Concept Mapping (CM) is a learning strategy to organize and understand complex relationships, which are particularly characteristic of the natural science subjects. Previous research has already shown that constructing concept maps can promote students’ meaningful learning in terms of deeper knowledge and its more flexible use. While researchers generally agree that students need to practice using CM successfully for learning, key parameters of effective CM training (e.g., content, structure, and duration) remain controversial. This desideratum is taken up by our study, in which three different training approaches were evaluated: a CM training with scaffolding and feedback vs. a CM training without additional elements vs. a non-CM control training. In a quasi-experimental design, we assessed the learning outcome of N = 73 university students who each had participated in one of the trainings before. Our results suggest that an extensive CM training with scaffolding and feedback is most appropriate to promote both CM competence and acquisition of knowledge. From an educational perspective, it would therefore be advisable to accept the time-consuming process of intensive practice of CM in order to enable students to adequately use of the strategy and thus facilitate meaningful learning in terms of achieving sustained learning success.

scholarly journals A score methodology to assess concept maps in medical education in the context of pathophysiology teaching

2020 ◽  
Author(s):  
Nuno Neuparth ◽  
Marta Fonseca ◽  
Beatriz Oliveira ◽  
Pedro Carreiro-Martins ◽  
António Rendas
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Concept Mapping ◽  
Concept Maps ◽  
Assessment Tool ◽  
Problem Based Learning ◽  
Biomedical Science ◽  
Pathophysiological Mechanisms ◽  
Additional Tool ◽  
Preliminary Application

The main objective of pathophysiology teaching is to facilitate the learning of mechanisms of diseases and the understanding of their expressions in patients (symptoms, signs and tests). This objective requires the application of basic biomedical science to explain the abnormalities expressed by the patients. The capacity to integrate this new organization of knowledge is essential to the understanding of pathophysiological mechanisms, which explain expressions of specific diseases. Our group has a longstanding experience in the teaching of pathophysiology to medical students using problem-based learning (PBL) and concept mapping (CM). This semestral discipline has a yearly intake of 190 students, divided into 18 tutorial groups and supported by 14 tutors. The students’ learning progress is evaluated by their performance during the tutorial sessions and the CM methodology has been introduced as an additional tool to visualize the integration of knowledge and how it is displayed in the different pathophysiological mechanisms. Until now, the evaluation of CM has been qualitative and used as an additional assessment tool by the tutors. This study reports how we are changing this approach by training the tutors and developing a scoring methodology, which will be described in detail, together with a preliminary application in selected maps

scholarly journals College Students' Collaborative Use of Inspiration™ to Generate Concept Maps in an Educational Technology Class

2002 ◽  
Vol 30 (4) ◽  
pp. 389-402 ◽  
Author(s):  
Nancy J. Gilbert ◽  
Barbara A. Greene
Keyword(s):  
College Students ◽  
Educational Technology ◽  
Qualitative Study ◽  
Student Learning ◽  
Concept Mapping ◽  
Important Implication ◽  
Concept Maps ◽  
Final Project ◽  
Mapping Tool ◽  
Successful Collaboration

Presented is a qualitative study of five groups of college students using Inspiration™ to construct concept maps in an educational technology class. Analyses addressed how the maps changed during the semester, how the course concepts were applied in a final project, and whether or not students reported that the concept mapping activity facilitated their learning. Participants easily learned to use Inspiration™ for developing concept maps. Findings suggest that the concept maps did reflect student learning and that when done in collaboration seemed to facilitate learning. However, collaboration did not come easily or successfully to two of the five groups. The final projects of students who were in problematic groups were less sophisticated than those developed by students who did work collaboratively on their concept maps. An important implication is that students need to be provided with more assistance in successful collaboration to effectively use the concept mapping tool.

scholarly journals The Origins of the Concept Mapping Tool and the Continuing Evolution of the Tool

2006 ◽  
Vol 5 (3) ◽  
pp. 175-184 ◽  
Author(s):  
Joseph D Novak ◽  
Alberto J Cañas
Keyword(s):  
Concept Mapping ◽  
Research Program ◽  
Concept Maps ◽  
New Technologies ◽  
New Model ◽  
Cornell University ◽  
Knowledge Models ◽  
Mapping Tool ◽  
Mapping Software ◽  
Constructivist Epistemology

A research program at Cornell University that sought to study the ability of children to acquire science concepts and the effect of this learning on later schooling led to the need for a new tool to describe explicit changes in children's conceptual understanding. Concept mapping was invented in 1972 to meet this need, and subsequently numerous other uses have been found for this tool. Underlying the research program and the development of the concept mapping tool was an explicit cognitive psychology of learning and an explicit constructivist epistemology. In 1987, collaboration began between Novak and Cañas and others at the Florida Institute for Human and Machine Cognition, then part of the University of West Florida. Extending the use of concept mapping to other applications such as the integration of concept mapping with the World Wide Web (WWW) led to the development of software that enhanced the potential of concept mapping, evolving into the current version of CmapTools now used worldwide in schools, universities, corporations, and governmental and non-governmental agencies. Differences between concept maps and other knowledge representation tools are described. The integration of concept mapping software programs with the WWW and other new technologies permits a new kind of concept map-centred learning environment wherein learners build their own knowledge models, individually or collaboratively, and these can serve as a basis for life-long meaningful learning. Combined with other educational practices, use of CmapTools permits a New Model for Education. Preliminary studies are underway to assess the possibilities of this New Model.

scholarly journals Teaching Professionalism in undergraduate Medical Education

2021 ◽  
Vol 15 (6) ◽  
pp. 1874-1875
Author(s):  
Amjad Ali ◽  
Asim Shafi ◽  
Arif Siddiq ◽  
Muhammed Salman Siddiq ◽  
Rab Nawaz Malik ◽  
...  
Keyword(s):  
Medical Education ◽  
Undergraduate Medical Education ◽  
Undergraduate Students ◽  
Sampling Technique ◽  
Bench Mark ◽  
Health Educators ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Computer Based ◽  
Health Teaching

For the last many years, there have been speedy and far-reaching changes in health teaching. [1] Numerous innovative approaches of teaching professionalism have been established and executed since 1950’s and engrossed on medical expertise. In this paper, we will observe teaching professionalism in health teaching, detailing the usages and tasks associated with diverse methods. The developments in bio medical technologies and skills have been primed to advance of teaching professionalism tools that expand the assessment of expertise. Objective: To observe the Teaching Professionalism in undergraduate medical education in BADMC Multan Methodology: A cross sectional survey was conducted at BAMDC Multan from January 2020 to June 2020 after obtaining ethical approval from ECB. The data was collected through convenience sampling technique from 50 health educators teaching anatomy, medicine, Surgery and Gyane & Obs. to undergraduate students by using unidentified questionnaire. Consent was taken from all participants before data collection. Data was entered and analyzed by using SPSS 21. Results: Of the 50 health educators, 46 (92%) reacted to the main phase of the overview, 48 (96%) of medical educators have sound mentalities about their jobs and responsibilities, 42 (84 %) having disintegration of clinical polished methodology, 44 (80 %) have clinical instructors ethicists- subjecting one's personal responsibility to the interest of patients, 50 (100 %) sticking to high moral and good guidelines, 40 (80 %)responding to cultural necessities, 48 (96%) displaying center humanistic qualities (e.g., compassion, uprightness, benevolence, dependability), 50 (100%) can design demonstrable, 46 (92 %) have duplicates of educational plan materials utilized in courses identified with polished skill, 48 (96 %) use Simulations ,22 (44 %) can use Computer-based simulation, 40 (80 %) can create case generation techniques. Conclusion & Recommendations: From this study, it is concluded that only 22 health educators (44 %) can use Computer-based simulation, 40 (80 %) can create case generation techniques, 40 (80 %) responding to cultural necessities, 42 (84 %) having disintegration of clinical polished methodology that is very low bench mark in teaching professionalism. Extra exploration is needed, mainly if the teaching professionalism is used to make high stick verdicts (e.g., elevation and authorization). Key Words: Health Educators, Ethical Committee Board, Bakhtawar Amin Medical & Dental College, Multan

scholarly journals CONCEPT MAPPING AS A TOOL FOR MEANINGFUL LEARNING

2020 ◽  
Vol 8 (12) ◽  
pp. 833-841
Author(s):  
Divya P. ◽  
◽  
Smitha R ◽  
Keyword(s):  
Concept Mapping ◽  
Concept Maps ◽  
Cognitive Mapping ◽  
Short Term Memory ◽  
Teaching Method ◽  
Meaningful Learning ◽  
Long Term Memory ◽  
Evaluation Tool ◽  
Term Memory ◽  
Abstract Knowledge

Concept maps have now been used as a research and evaluation tool. It enables students to visualize the structure of knowledge, interrelated concepts and the relationships among various concepts and sub-concepts. Concept mapping has been found to be an effective teaching method which enhances meaningful learning. Concept mapping was significantly more effective than the traditional or expository teaching strategies in enhancing learning. Cognitive mapping differs from traditional methods by making underlying cognitive structures transparent and giving a focus to the set of propositions by which learners construct meaning. Concept map structure correlates with the perceived data. They provide quick summary and help to identify topics to elicit new information. Concept mapping is a strategy that can be used to impart content knowledge with sense within a limited period of time.Concepts learned by rote learning tends to be quickly forgotten. Teaching methods and tools should transform knowledge from short-term memory to long-term memory. Several research studies have supported Concept mapping in academic and non-academic fields. This article describes how the concept mapping can be used to transform abstract knowledge and understanding into concrete visual representations. It is underlined that the Concept maps will serve as a suitable tool to support educators in promoting students comprehension and understanding of new concepts.

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