A qualitative evaluation of medical student learning with concept maps. Med Teach 2007 Nov;29(9):949-55
Date
12/26/2007Pubmed ID
18158670DOI
10.1080/01421590701689506Scopus ID
2-s2.0-37849032718 (requires institutional sign-in at Scopus site) 49 CitationsAbstract
PURPOSE AND AIMS: The purpose of this study was to investigate the ways in which the use of concept maps influenced the learning processes of third year internal medicine students in the context of medical education. Reported here are the qualitative results of this study.
METHODS: One-hundred thirty four medical students were taught to use concept mapping as a learning strategy at the beginning of their internal medicine rotations. Upon completion of the internal medicine rotation students were asked to evaluate how concept maps fostered the process of linking theoretical information to clinical practice. Additionally, students described how concept maps impacted their learning.
RESULTS: In this study, concept maps fostered a positive connection between theory and practice. Additionally, students described three major themes impacting their learning: concept mapping as a facilitator of knowledge integration and critical thinking, as a teaching methodology and finally, as a learning method.
CONCLUSIONS: This study suggests concept maps may be an instructional method to foster the learning and thinking process of medical students.
Author List
Torre DM, Daley B, Stark-Schweitzer T, Siddartha S, Petkova J, Ziebert MMESH terms used to index this publication - Major topics in bold
AdultClinical Clerkship
Concept Formation
Consumer Behavior
Diagnosis, Differential
Educational Measurement
Female
Holistic Health
Humans
Internal Medicine
Learning
Male
Models, Educational
Narration
Pattern Recognition, Visual
Program Evaluation
Qualitative Research
Students, Medical
Surveys and Questionnaires
Teaching
Wisconsin
