scholarly journals Using Concept Maps to Create Meaningful Learning in Medical Education

MedEdPublish ◽  
2016 ◽  
Vol 5 (1) ◽  
Author(s):  
Barbara J. Daley ◽  
Steven J. Durning ◽  
Dario M. Torre
Keyword(s):  
Medical Education ◽  
Concept Maps ◽  
Meaningful Learning

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 A Concept Map of Evolutionary Biology to Promote Meaningful Learning in Biology

2019 ◽  
Vol 81 (2) ◽  
pp. 79-87 ◽  
Author(s):  
María José Apodaca ◽  
Joseph D. McInerney ◽  
Osvaldo E. Sala ◽  
Liliana Katinas ◽  
Jorge V. Crisci
Keyword(s):  
Evolutionary Biology ◽  
Affective Commitment ◽  
Concept Maps ◽  
Concept Map ◽  
Cognitive Structure ◽  
Biological Evolution ◽  
Meaningful Learning ◽  
Evolutionary Context ◽  
Biological Concepts ◽  
The Subject

Is it possible to teach biology without mentioning evolution? The answer is yes, but it is not possible for students to understand biology without the evolutionary context on which the meaning and intellectual value of biological concepts depend. Meaningful learning of evolution requires (1) that the students incorporate new knowledge into a cognitive structure linked with higher-order concepts; (2) a well-organized knowledge structure; and (3) a positive emotional attachment and identification (affective commitment) to the subject by the learner. Concept maps are useful tools in meaningful learning. We present a concept map that organizes concepts of history of life and the processes that generate it, and the hierarchical relationships among them. Biological evolution is a compelling account of life on Earth and of human origins. It constitutes a unifying explanatory framework that can generate a powerful affective commitment to the subject. The concept map provided here is tied to the Next Generation Science Standards (NGSS).

scholarly journals Concept maps in medical education: an analytical literature review

2010 ◽  
Vol 44 (5) ◽  
pp. 440-448 ◽  
Author(s):  
Barbara J Daley ◽  
Dario M Torre
Keyword(s):  
Medical Education ◽  
Literature Review ◽  
Concept Maps

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 O que sabem alunos do Ensino Fundamental sobre o tema “Ser Humano e Saúde”: a contribuição do Mapa Conceitual / What do Elementary School Students know about “Human Beings and Health”: the Contributions of Conceptual Maps

2015 ◽  
Vol 2 (1) ◽  
Author(s):  
Conceição Aparecida Soares Mendonça ◽  
Felipa Pacifico Ribeiro de Assis Silveira
Keyword(s):  
Concept Maps ◽  
Science Curriculum ◽  
Cognitive Structure ◽  
Meaningful Learning ◽  
Curriculum Study ◽  
Human Beings ◽  
School Students ◽  
Pedagogical Intervention ◽  
Conceptual Maps ◽  
The Subject

ABSTRACTThis article presents the results of analysis of an experimental study conducted with a group of 7th grade students of a public school in the state of Pernambuco - Brazil. The goal was to understand how concept maps contribute to the process of acquiring knowledge in natural sciences. The idea is that Concept Maps are a resource that facilitates meaningful learning, in the light of the theory of Ausubel. During the pedagogical intervention, Concept Maps were built by the students. In this light, the results presented in this paper correspond to the analysis of the produced maps, as well as of the prior knowledge of the group about Human Excretion. This theme belongs to the topic "Human Beings and Health". The group's responses were categorized to serve as subsidies to the intervention. We verified that the meanings attributed to the subject being studied need to be organized in the cognitive structure of students in order to provide meaningful learning. This is due to the fact that most students' responses belonged to the functional category, i.e. "the terms defined properly stored, without that students understand its meaning”. We believe that Concept Maps can help students to allocate and meaningfully structure their knowledge, as was demonstrated by the qualitative analysis of the maps made by the students.RESUMOEste artigo apresenta o resultado de uma investigação realizada com alunos da 7ª série do ensino fundamental de uma escola pública no estado de Pernambuco - Brasil. O objetivo foi compreender como os Mapas Conceituais contribuem para o processo de aquisição de conhecimento sobre o eixo temático Ser Humano e Saúde, atuando como recurso didático facilitador da aprendizagem significativa na concepção ausubeliana. Os Mapas Conceituais foram construídos durante o processo de intervenção pedagógica e os resultados apresentados correspondem às análises dos Mapas Conceituais, bem como o conhecimento prévio manifestado pelo aluno sobre excreção humana, um dos temas necessários à compreensão do eixo temático Ser Humano e Saúde. Os dados obtidos por meio dos conhecimentos prévios foram categorizados com base nos níveis de alfabetização biológica atribuídos pelo Biological Science Curriculum Study, servindo de subsídio para inter-venção. Constatamos que os significados atribuídos ao tema necessitam ser estruturados cognitivamente para que o aluno venha alcançar a aprendizagem significativa, visto que a maioria dos alunos utiliza-se de termos incorretos em suas respos-tas não demonstrando compreender o significado dos termos científicos que utilizam. Consideramos que o Mapa Conceitual foi capaz de contribuir para a significação do tema, revelando-se como um recurso didático potencial. Contato principal: [email protected]

scholarly journals Mapas conceituais no ensino médico – uma abordagem cardiovascular/ Concept maps in medical education - a cardiovascular approach

2021 ◽  
Vol 4 (4) ◽  
pp. 18433-18437
Author(s):  
Mariana Martins ◽  
Ana Laura Irulegui ◽  
Eliane Aparecida de Andrade
Keyword(s):  
Medical Education ◽  
Concept Maps

scholarly journals Students’ Expectations and Experiences of Meaningful Simulation-Based Medical Education

Seminar.net ◽  
2016 ◽  
Vol 12 (2) ◽  
Author(s):  
Tuulikki Keskitalo ◽  
Heli Ruokamo
Keyword(s):  
Medical Education ◽  
Learning Environments ◽  
Statistical Methods ◽  
Research Question ◽  
Meaningful Learning ◽  
Simulation Based ◽  
The Mean

This study aims to investigate students’ expectations and experiences of meaningful learning in simulation-based learning environments. We set the following research question: How do students’ experiences of meaningful simulation-based learning correspond to their expectations? The students’ (n = 87; male 51, female 36) pre- and post-questionnaires were analyzed using statistical methods. The results indicated that students’ expectations and experiences of meaningful learning were positive, and for most statements, there were statistically significant differences between the mean pre-questionnaire rating and the mean post-questionnaire rating, thereby indicating that students’ actual experiences of simulation-based learning were more positive than their expectations. Thus, students’ experiences exceeded their expectations.

Concept Maps and Meaningful Learning

2010 ◽  
pp. 430-448
Author(s):  
Patricia Lupion Torres ◽  
Luiza Tatiana Forte ◽  
Josiane Maria Bortolozzi
Keyword(s):  
Health Professionals ◽  
Concept Maps ◽  
Hospital Setting ◽  
Meaningful Learning ◽  
Learning Objectives ◽  
Learning Object ◽  
Hospital Treatment ◽  
Health Educators ◽  
Teachers And Students

The search for meaningful learning promotes a rethinking of the approach adopted by teachers and students to take into account innovative methodologies based on previous experience of learning objectives. This article therefore describes the fundamentals of collaborative learning and the use of concept maps with different individuals in a hospital setting to promote learning about the complexity of their particular situation and in turn achieve higher levels of quality of life for school children receiving hospital treatment. The study also aimed to involve health professionals and health educators in this process and thus gather information to develop a Learning Object.

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