Twelve tips for teaching with concept maps in medical education

Torre, Dario; Durning, Steven J.; Daley, Barbara J.

doi:10.3109/0142159x.2013.759644

Cited by 60 publications

(45 citation statements)

References 38 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In order to enhance students' scientific argumentation through a visual representation of mechanistic sequences for a patient's case, it would be necessary for tutors to employ timely supports by asking the students questions about or providing feedback on their concept mapping during HDR processes in PBL (Azer, 2005;Torre, Durning, & Daley, 2013).…”

Section: Hdr Phasementioning

confidence: 99%

The Role of Argumentation in Hypothetico-Deductive Reasoning During Problem-Based Learning in Medical Education: A Conceptual Framework

Ju¹,

Choi²

2017

Interdisciplinary Journal of Problem-Based Learning

View full text Add to dashboard Cite

Section: Hdr Phasementioning

confidence: 99%

The Role of Argumentation in Hypothetico-Deductive Reasoning During Problem-Based Learning in Medical Education: A Conceptual Framework

Ju¹,

Choi²

2017

Interdisciplinary Journal of Problem-Based Learning

View full text Add to dashboard Cite

“…Therefore, the educator's task is to increase the capability of novices to apply mental rules when making a diagnosis for a clinical problem (Elieson & Papa, 1994). Other methods used by teachers for develop analytical reasoning among learners include using 'think aloud' or 'concept mapping' protocols (Torre, Durning, & Daley, 2013) to make the processes of deduction when applying mental rules more explicit. diagnostic hypotheses' in the early stages of learning how to make a diagnosis.…”

Section: Current Approaches For Teaching How To Make An Appropriate Cmentioning

confidence: 99%

Clinical diagnostic decision-making in real life contexts: A trans-theoretical approach for teaching: AMEE Guide No. 95

2014

View full text Add to dashboard Cite

Making an accurate clinical diagnosis is an essential skill for all medical students and doctors, with important implications for patient safety. Current approaches to teaching how to make a clinical diagnosis tend to lack the complexity that faces clinicians in real -life contexts. In this Guide, we propose a new trans-theoretical model for teaching how to make an appropriate clinical diagnosis that can be used by teachers as an additional technique to their current approach. This educational model integrates situativity theory, dual-information processing theory and socio-cognitive theory. Mapping and microanalysis help the teacher to identify the main processes involved in making an accurate clinical diagnosis so that feedback can be provided that is focused on improving key aspects of the skill. An essential aspect of using the new educational model is the role of the experienced clinical teacher in making judgments about the appropriateness of the learner's attempts to make clinical diagnosis. Practice Points Making an accurate clinical diagnosis is an essential skill for all medical students and doctors, with important implications for patient safety.  Current approaches to teaching how to make a clinical diagnosis tend to lack the complexity that faces clinicians in real-life contexts. A new trans-theoretical model for teaching how to make an appropriate clinical diagnosis integrates situativity theory, dual-information processing theory and socio-cognitive theory.

show abstract

“…24 An expert map provides for a standard against which students are measured, but gives the researcher no information about the students' individual understanding. A future study might consider a module in which students would do both -use the expert map and generate their own maps.…”

Section: Overview Of Errorsmentioning

confidence: 99%

“…In the process of constructing such maps educators can better identify the curriculum redundancy, omission, complexity, misconceptions and the required concept assessment. 24 In many science textbooks, the inclusion of concept mapping is a way of summarizing the students' understanding after they have studied a chapter. When concept maps are used in instruction, they can also serve the purposes of evaluation.…”

Section: Introductionmentioning

confidence: 99%

“…22 The research results supported the use of concept maps in: (1) promoting meaningful learning; (2) providing for an additional learning resource; (3) conducting learning assessment; and (4) establishing the knowledge development. 23,24 Concept mapping was also introduced to developing and revising the curriculum. In the process of constructing such maps educators can better identify the curriculum redundancy, omission, complexity, misconceptions and the required concept assessment.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Concept Maps as a Tool for Teaching Organic Chemical Reactions

Šket

Glažar²,

Vogrinc³

2015

ACSi

View full text Add to dashboard Cite

The purpose of the research was to establish the impact of the application of a concept map in chemistry lessons on the effective solving of tasks with organic reactions content. In the first phase of the research, a concept map was produced representing the reactions of hydrocarbons, organic halogenated compounds and organic oxygen compounds, and in the second phase the produced concept map was introduced in lessons. Its impact was tested on a sample consisting of 186 students (average age of 17.8 years), who were divided into a control group (88 students) and an experimental group (98 students). Prior to the experiment, the two groups were equalized in terms of their level of development of formal logical thinking and their average grade in chemistry. A knowledge test, consisting of five problem tasks comprising multiple parts, was used as a quantitative instrument for measuring the impact of the applied concept map. The content of the knowledge test was selected on the basis of the chemistry lesson plan (reactions of organic oxygen compounds) for general upper secondary schools (in Slovenian: gimnazija). An analysis of the task solving showed statistically significant differences in the responses of the experimental group members and the control group members (experimental group M = 15.9; SD = 6.33; control group M = 13.6; SD = 7.93; p = 0.03). The produced concept map contributed to the more effective interrelation of concepts and, consequently, to more effective problem task solving.

show abstract

Twelve tips for teaching with concept maps in medical education

Cited by 60 publications

References 38 publications

The Role of Argumentation in Hypothetico-Deductive Reasoning During Problem-Based Learning in Medical Education: A Conceptual Framework

The Role of Argumentation in Hypothetico-Deductive Reasoning During Problem-Based Learning in Medical Education: A Conceptual Framework

Clinical diagnostic decision-making in real life contexts: A trans-theoretical approach for teaching: AMEE Guide No. 95

Concept Maps as a Tool for Teaching Organic Chemical Reactions

Contact Info

Product

Resources

About