Concept mapping as a method to teach an evidence-based educated medical topic: a comparative study in medical students

Farzane Saeidifard1, Kazem Heidari2, Moein Foroughi3, Akbar Soltani1
1Endocrinology and Metabolism Research Center, Endocrinology and Metabolism Clinical Sciences Institute, Tehran University of Medical Sciences, Tehran, Iran
2Department of Epidemiology and Biostatistics, School of Public Health, Tehran University of Medical Sciences, Tehran, Iran
3Chronic Respiratory Diseases Research Center, National Research Institute of Tuberculosis and Lung Diseases (NRITLD), Shahid Beheshti University of Medical Sciences, Tehran, Iran

Tóm tắt

Từ khóa


Tài liệu tham khảo

Lalley J, Miller R: The learning pyramid: does it point teachers in the right direction. Education 2007, 128(1):16.

Ausubel DP, Novak JD, Hanesian H: Educational Psychology: A Cognitive View. 1968.

Williams M: Concept mapping–a strategy for assessment. Nurs Stand 2004, 19(9):33–38. 10.7748/ns2004.11.19.9.33.c3754

Luckowski A: Concept mapping as a critical thinking tool for nurse educators. J Nurses Staff Dev 2003, 19(5):228–233. 10.1097/00124645-200309000-00003

Green ML: Evidence-based medicine training in graduate medical education: past, present and future. J Eval Clin Pract 2000, 6(2):121–138. 10.1046/j.1365-2753.2000.00239.x

Erzsebet F: “Evidence-Based Medicine” in Medical Education [Abstract]. World Conference on Educational Multimedia, Hypermedia and Telecommunications: 2004 2004, 4220.

Keckley PH: Evidence-based medicine in managed care: a survey of current and emerging strategies. Medscape General Medicine 2004, 6(2).

Dorsch JL, Aiyer MK, Meyer LE: Impact of an evidence-based medicine curriculum on medical students' attitudes and skills. J Med Libr Assoc 2004, 92(4):397.

Aiyer M, Hemmer P, Meyer L, Levine S, Reddy S: Evidence-based medicine in internal medicine clerkships: a national survey. South Med J 2002, 95(12):1389–1395. 10.1097/00007611-200212000-00007

Bradt P, Moyer V: How to teach evidence-based medicine. Clininics in Perinatology 2003, 30: 419–433. 10.1016/S0095-5108(03)00019-8

Haynes RB, Davis DA, McKibbon A, Tugwell P: A critical appraisal of the efficacy of continuing medical education. Jama 1984, 251(1):61–64. 10.1001/jama.1984.03340250041018

Fetters L, Figueiredo EM, Keane-Miller D, McSweeney DJ, Tsao CC: Critically appraised topics. Pediatr Phys Ther 2004, 16(1):19–21. 10.1097/01.PEP.0000114628.87352.C8

Johnstone AH, Otis KH: Concept mapping in problem based learning: a cautionary tale. Chem Educ Res Pract 2006, 7(2):84–95. 10.1039/b5rp90017d

Daley BJ, Torre DM: Concept maps in medical education: an analytical literature review. Med Educ 2010, 44(5):440–448. 10.1111/j.1365-2923.2010.03628.x

Kassab SE, Hussain S: Concept mapping assessment in a problem-based medical curriculum. Med Teach 2010, 32(11):926–931. 10.3109/0142159X.2010.497824

Pudelko B, Young M, Vincent-Lamarre P, Charlin B: Mapping as a learning strategy in health professions education: a critical analysis. Med Educ 2012, 46(12):1215–1225. 10.1111/medu.12032

Surapaneni KM, Tekian A: Bold">Concept mapping enhances learning of biochemistry. Medical education online 2013, 18.

Kinchin IM, Hay DB, Adams A: How a qualitative approach to concept map analysis can be used to aid learning by illustrating patterns of conceptual development. Educ Res 2000, 42(1):43–57. 10.1080/001318800363908

Torre D, Daley B, Stark-Schweitzer T, Siddartha S, Petkova J, Ziebert M: A qualitative evaluation of medical student learning with concept maps. Med Teach 2007, 29(9-10):949–955. 10.1080/01421590701689506

Kinchin IM, Cabot LB, Hay DB: Using concept mapping to locate the tacit dimension of clinical expertise: Towards a theoretical framework to support critical reflection on teaching. Learn Health Soc Care 2008, 7(2):93–104. 10.1111/j.1473-6861.2008.00174.x

Hsu LL: Developing concept maps from problem-based learning scenario discussions. J Adv Nurs 2004, 48(5):510–518. 10.1111/j.1365-2648.2004.03233.x

Rendas AB, Fonseca M, Pinto PR: Toward meaningful learning in undergraduate medical education using concept maps in a PBL pathophysiology course. Adv Physiol Educ 2006, 30(1):23–29. 10.1152/advan.00036.2005