scholarly journals Acrostics and Crosswords as Advance Organizers to Meaningful Learning in Medical Education

2020 ◽  
Vol 11 (08) ◽  
pp. 1213-1222
Author(s):  
Bruno Massayuki Makimoto Monteiro ◽  
Ben Hur Vitor Silva Ono ◽  
Eduardo de Sousa Martins e Silva ◽  
José Carlos Souza
Keyword(s):  
Medical Education ◽  
Meaningful Learning ◽  
Advance Organizers

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.

Schemata, Cognitive Structure, and Advance Organizers: A Reply to Anderson, Spiro, and Anderson

1980 ◽  
Vol 17 (3) ◽  
pp. 400-404 ◽  
Author(s):  
David P. Ausubel
Keyword(s):  
Cognitive Structure ◽  
Meaningful Learning ◽  
Advance Organizers ◽  
Assimilation Theory ◽  
Learning From Text ◽  
Research Findings ◽  
Entire Theory

Anderson, Spiro, and Anderson assert that my assimilation theory of meaningful learning and retention (and, more especially, the nature and functions of anchoring or subsuming ideas in cognitive structure and their effects on learning from text) is “hopelessly vague.” They also represent my concept of advance organizers as consisting of “a few abstractly worded sentences:” intended to facilitate textual learning directly rather than through appropriate modification of the learner’s existing cognitive structure. Lastly, they assert that since the research findings on the effects of advance organizers are allegedly “inconclusive,” “there is cause for doubts about the entire theory.” Documented examination of these assertions indicates that they are completely unspecified, unsubstantiated, and undocumented, as well as based on indisputable misrepresentation of published material and on logical non sequiturs.

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 Practical Suggestions for the Creation and Use of Meaningful Learning Goals in Graduate Medical Education

2016 ◽  
Vol 16 (1) ◽  
pp. 20-24 ◽  
Author(s):  
Suzanne Reed ◽  
Tai M. Lockspeiser ◽  
Ann Burke ◽  
Kimberly A. Gifford ◽  
Janice L. Hanson ◽  
...  
Keyword(s):  
Medical Education ◽  
Graduate Medical Education ◽  
Meaningful Learning ◽  
Learning Goals ◽  
Graduate Medical ◽  
The Creation

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

scholarly journals THE EFFECT OF USING CONCEPT MAPS AS ADVANCE ORGANIZERS IN ENGLISH LESSONS ON THE ACADEMIC ACHIEVEMENT OF STUDENTS

2020 ◽  
Vol 8 (50) ◽  
Keyword(s):  
Academic Success ◽  
Test Scores ◽  
Concept Maps ◽  
Meaningful Learning ◽  
Advance Organizers ◽  
Control Group ◽  
Significant Difference ◽  
Post Test ◽  
And Gender ◽  
Experimental Group

Meaningful learning is a learning model developed by Ausubel (1960). This learning model is based on expository teaching and advance organizers play an important role in it. In this study, concept maps are used as advance organizers. The purpose of this study is to determine whether the academic success of the experimental group in which advance organizers are used differs from the control group and whether there is a relationship between academic success and gender. The study was conducted with 56 undergraduate students who are in their first year at a private university in Istanbul in the academic year of 2019-2020. In the study which is carried out by using quasi-experimental design with pre-test post-test control group, there is 1 experimental group with 28 students, and 1 control group with 28 students. The treatment was applied for 6 weeks. In the experimental group, the lessons were taught by using concept maps as advance organizers. In the control group, traditional method was used. Data were collected using the multiple choice test formed by the researcher with 40 questions as pre-test and post-test. As a result of the data analysis done by SPSS 24 package program, no significant difference was found between pre-test scores of the two groups. A significant difference was found between post-test scores of the groups in favor of the experimental group. However, no significant difference was found between academic success and gender. Keywords: Meaningful learning, advance organizers, concept map, academic success

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