Dataset Information

Concept map as a teaching and learning tool for medical students.

ABSTRACT:

Background and aim

Concept maps hold great potential for the students as it helps in the formulation of new concepts as well to evaluate the learning ability of the students. However, the use of concept maps as a teaching tool in medical students in India has not been explored, to the best of our knowledge. This study was conducted to assess the use of concept maps in improving learning among medical students.

Materials and methods

This study was conducted among III MBBS students belonging to two batches. This study was carried out in two stages. In first stage, pretest was taken to test the knowledge of students. Later, introductory class was taken on tuberculosis and concept map was used to explain the given concept and later posttest was taken. In second stage, feedback was taken from the students regarding the concept map. Pre- and post-test results were compared using Wilcoxon test.

Results

Significant difference between pretest (4 ± 1.593) and posttest (10 ± 0.762) score was seen (P < 0.0001). More than 50% of students scored full marks in posttest, whereas no one got full marks in the pretest. Positive response (82.09%) was received from the students when feedback was taken regarding the use of concept map.

Conclusion

Concept maps are found to be an effective teaching and learning tool for medical students. They can be used to enhance meaningful learning in students and can be practiced more in the students for better understandings of the concepts.

SUBMITTER: Baliga SS

PROVIDER: S-EPMC7933622 | biostudies-literature | 2021

REPOSITORIES: biostudies-literature

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Publications

Concept map as a teaching and learning tool for medical students.

Baliga Sulakshana Shridhar SS Walvekar Padmaja Ravindra PR Mahantshetti Girija Jagadish GJ

Journal of education and health promotion 20210128

<h4>Background and aim</h4>Concept maps hold great potential for the students as it helps in the formulation of new concepts as well to evaluate the learning ability of the students. However, the use of concept maps as a teaching tool in medical students in India has not been explored, to the best of our knowledge. This study was conducted to assess the use of concept maps in improving learning among medical students.<h4>Materials and methods</h4>This study was conducted among III MBBS students ...[more]

PMID: 33688544

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Project description:BackgroundThis study combined themes in cardiovascular modelling, clinical cardiology and e-learning to create an on-line environment that would assist undergraduate medical students in understanding key physiological and pathophysiological processes in the cardiovascular system.MethodsAn interactive on-line environment was developed incorporating a lumped-parameter mathematical model of the human cardiovascular system. The model outputs were used to characterise the progression of key disease processes and allowed students to classify disease severity with the aim of improving their understanding of abnormal physiology in a clinical context. Access to the on-line environment was offered to students at all stages of undergraduate training as an adjunct to routine lectures and tutorials in cardiac pathophysiology. Student feedback was collected on this novel on-line material in the course of routine audits of teaching delivery.ResultsMedical students, irrespective of their stage of undergraduate training, reported that they found the models and the environment interesting and a positive experience. After exposure to the environment, there was a statistically significant improvement in student performance on a series of 6 questions based on cardiovascular medicine, with a 33% and 22% increase in the number of questions answered correctly, p < 0.0001 and p < 0.001 respectively.ConclusionsConsiderable improvement was found in students' knowledge and understanding during assessment after exposure to the e-learning environment. Opportunities exist for development of similar environments in other fields of medicine, refinement of the existing environment and further engagement with student cohorts. This work combines some exciting and developing fields in medical education, but routine adoption of these types of tool will be possible only with the engagement of all stake-holders, from educationalists, clinicians, modellers to, most importantly, medical students.

Project description:ImportanceClinicians use probability estimates to make a diagnosis. Teaching students to make more accurate probability estimates could improve the diagnostic process and, ultimately, the quality of medical care.ObjectiveTo test whether novice clinicians can be taught to make more accurate bayesian revisions of diagnostic probabilities using teaching methods that apply either explicit conceptual instruction or repeated examples.Design, setting, and participantsA randomized clinical trial of 2 methods for teaching bayesian updating and diagnostic reasoning was performed. A web-based platform was used for consent, randomization, intervention, and testing of the effect of the intervention. Participants included 61 medical students at McMaster University and Eastern Virginia Medical School recruited from May 1 to September 30, 2018.InterventionsStudents were randomized to (1) receive explicit conceptual instruction regarding diagnostic testing and bayesian revision (concept group), (2) exposure to repeated examples of cases with feedback regarding posttest probability (experience group), or (3) a control condition with no conceptual instruction or repeated examples.Main outcomes and measuresStudents in all 3 groups were tested on their ability to update the probability of a diagnosis based on either negative or positive test results. Their probability revisions were compared with posttest probability revisions that were calculated using the Bayes rule and known test sensitivity and specificity.ResultsOf the 61 participants, 22 were assigned to the concept group, 20 to the experience group, and 19 to the control group. Approximate age was 25 years. Two participants were first-year; 37, second-year; 12, third-year; and 10, fourth-year students. Mean (SE) probability estimates of students in the concept group were statistically significantly closer to calculated bayesian probability than the other 2 groups (concept, 0.4%; [0.7%]; experience, 3.5% [0.7%]; control, 4.3% [0.7%]; P < .001). Although statistically significant, the differences between groups were relatively modest, and students in all groups performed better than expected, based on prior reports in the literature.Conclusions and relevanceThe study showed a modest advantage for students who received theoretical instruction on bayesian concepts. All participants' probability estimates were, on average, close to the bayesian calculation. These findings have implications for how to teach diagnostic reasoning to novice clinicians.Trial registrationClinicalTrials.gov identifier: NCT04130607.

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Dataset Information

Concept map as a teaching and learning tool for medical students.

Background and aim

Materials and methods

Results

Conclusion

Publications

Concept map as a teaching and learning tool for medical students.

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