The present study compared three methods of mapping cognitive structure. Free and controlled word association tests and a tree-construction test, all using the same 15 mechanics concept words as stimuli or units, were administered to 28 graduate science students (21 male, 7 female). Very similar patterns of relations among the words, well represented by a digraph model, were revealed by the three techniques, and graphic representations of these structures were produced. No agreement was obtained among individual measures of the degree of concept interconnectedness derived from each test.
The paper describes a two week course that has been offered as a special study module to intermediate level (second and third year) undergraduate medical students at Dundee University Medical School for the past five years. The course requires students to research the various aspects of ethical dilemmas that they have identified themselves, and to “teach” these issues to their colleagues in a short PowerPoint presentation as well as to prepare an extended 3000 word essay discussion. The course specifically asks students not to disclose their own ethical positions, as these are probably still in formation and the objective is to promote critical thinking capacity in ethical and moral issues as a prelude to the development of practical skills in dealing with clinical problems. The course is easy to resource for the school and has received universally high evaluations from the students since its inception.
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