Concept mapping assessment in medical education: a comparison of two scoring systems

West, Daniel C.; Park, Jeanny K.; Pomeroy, J. Richard; Sandoval, Jonathan

doi:10.1046/j.1365-2923.2002.01292.x

Cited by 97 publications

(109 citation statements)

References 12 publications

(26 reference statements)

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“…Maps have been used and continue to be used across the education spectrum from elementary to graduate school. Research indicated that the maps are effective in fostering meaningful learning (Al-Kunifreed & Wandersee, 1990;Garcia, 2010;Novak & Gowin, 1984;Novak & Wandersee, 1990;Silesky & Badilla, 2008;Tarte, 2006), assessing learning (Fischler, et al, 2002;Reiska, 2005;West, Pomeroy, Park, Gerstenberger, & Sandoval, 2000;West, Park, Pomeroy & Sandoval, 2002), promoting curriculum development (Bowen & Meyer, 2008;Edmondson, 1995;Heinze-Fry & Ludwig, 2006;Riesco, Fondón, Alvarez, 2008), developing instructional strategy (Fonseca, Extremina, & Fonseca, 2004, Prabhu, Elmesky, & Czarnocha, 2006, Stoddart, 2006 and teaching specific content. Teaching specific content has been researched in areas such as business, where concept maps were used to teach strategic intent (Fourie & Westhuizen, 2008), entrepreneurial behavior (Kyrö, SeikkulaLeino & Mylläri, 2008), and business planning (Kyrö & Niskanen, 2008).…”

Section: Research Summarymentioning

confidence: 99%

Using Concept Maps to Create Meaningful Learning in Medical Education

Daley¹,

Durning²,

Torre³

2016

MedEdPublish

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After defining concept maps, we will present the historical development and theoretical foundations of concept maps derived from disciplines outside of medical education. With this foundation and based on the scoping review conducted, the major focus of this article will shift to the application of concept mapping in medical education. We have selected instructional strategies and sample maps for three contemporary challenges facing medical education to illustrate the portability and broad application of concept maps: 1. linking basic sciences and clinical practice, 2. developing clinical reasoning, and, 3. interprofessional and group learning. Finally, future research studies in concept mapping are suggested.

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Section: Research Summarymentioning

confidence: 99%

Using Concept Maps to Create Meaningful Learning in Medical Education

Daley¹,

Durning²,

Torre³

2016

MedEdPublish

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“…In medical education, studies compared student and instructor concept maps (McGaghie, McCrimmon, Mitchell, Thompson, & Ravitch, 2000), assessed learning in resident physicians (West, Pomeroy, Park, Gerstenberger, & Sandoval, 2000), investigated case-based learning and problem-based learning outcomes using concept maps (Eitel, Kanz, Hortig, & Tesche, 2000), measured students' attitude toward preprepared concept maps in light of their learning style (Laight, 2004), investigated the learning processes of third-year medical students (Torre et al, 2007) and explored concept maps as a method to identify clinical reasoning in medical students and experts (Pottier et al, 2010). Finally, medical education researchers explored both structural and relational scoring formulas for concept maps (West, Park, Pomeroy, & Sandoval, 2002).…”

Section: Expansion and Adaptation (2000-2010)mentioning

confidence: 99%

“…The variation in the results of studies on concept maps and critical thinking in nursing education may be related to the variety of scoring formulas in use. West, Park, Pomeroy, and Sandoval (2002) investigated the use of two scoring models using a relational model and a structural model. A structural formula is based on the map's hierarchical structure, and a relational formula is based not on the structure but on the quality of the individual map components.…”

Section: Future Research Implicationsmentioning

confidence: 99%

Concept Maps in Nursing Education: A Historical Literature Review and Research Directions

Daley¹,

Morgan²,

Black³

2016

J Nurs Educ

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Background: Although concept mapping was created in the early 1980s, research in nursing education first appeared in 1992. This literature review analyzes the impact of concept mapping in nursing education. Method: A total of 221 articles, books, and book chapters were reviewed on the topic of concept mapping in nursing education. Results: Results indicate that concept-mapping research progressed from the emergence state, to an expansion and adaptation stage, to an established stage. Conclusion: Nursing education could benefit from further research on applying concept map scoring formulas, using concept maps with simulation, developing knowledge models, and creating concept map–centered learning environments. [ J Nurs Educ. 2016;55(11):631–639.]

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“…[3] Medical schools have been changing their educational programs and teaching strategies, at national and international levels, to ensure that students have active responsibility for their learning process and are prepared for life-long, self-directed learning. [4] The effort toward developing active learning was based on the concern, expressed by experienced medical educators, that students memorized facts instead of understanding and applying concepts. [5] Unless there is understanding, students may only commit unassimilated data to short-term memory and no meaningful learning will occur.…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of mind maps as a self-learning tool in 1st year MBBS students of an Indian medical college

Shete¹,

Garkal²,

Afroz³

2017

Natl J Physiol Pharm Pharmacol

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Background:The mind map (MM) is a powerful graphic technique that can be applied to improve learning and clearer thinking. MMs can be used as self-learning methods that facilitate understanding of difficult concepts. A learning strategy underutilized in medical education is MM. MMs are multisensory tools that may help medical students organize, integrate, and retain information. Recent work suggests that using MM as a note-taking strategy facilitates critical thinking. Aims and Objectives: Our objective was to evaluate the effectiveness of using MMs as a self-learning method for the 1 st year MBBS students. Materials and Methods: A total of 60 1 st year MBBS students were randomly selected and assigned to two equal groups (MM vs. usual study technique). A text on glucose homeostasis was selected as self-study material. The MM group was given a 45-min lesson in the technique. Both groups were exposed to the study text for a 45-min period and were requested to answer four structured questions based on the study text. Results: There was no significant difference between the test scores of two groups. The average marks obtained by the MM group were 30.97 ± 0.40. It was 32 ± 0.32 in the usual study technique group. Majority from the MM group felt that it is useful to summarize information and active learning. They wanted to study further about MM and use it in other subjects. Conclusion: MM technique is not superior in newly admitted medical students for short-term learning; however, most students reported it as a useful learning tool in active learning.

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Concept mapping assessment in medical education: a comparison of two scoring systems

Cited by 97 publications

References 12 publications

Using Concept Maps to Create Meaningful Learning in Medical Education

Using Concept Maps to Create Meaningful Learning in Medical Education

Concept Maps in Nursing Education: A Historical Literature Review and Research Directions

Effectiveness of mind maps as a self-learning tool in 1st year MBBS students of an Indian medical college

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