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Medical Teacher Volume 35, 2013 - Issue 9
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Research Article

A randomized pilot study of the use of concept maps to enhance problem-based learning among first-year medical students

Carolina VeroneseHarvard Medical School, USA; Ms VERONESE is a medical student, class of 2014, at Harvard Medical School, Boston, Massachusetts.
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Jeremy B. RichardsHarvard Medical School, USA;Beth Israel Deaconess Medical Center, USA; Dr RICHARDS is a pulmonary and critical care physician at the Beth Israel Deaconess Medical Center and the Carl J. Shapiro Institute for Education and Research and an Instructor in Medicine at Harvard Medical School, in Boston, Massachusetts.Correspondence[email protected]
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Luise PernarHarvard Medical School, USA;Brigham and Women's Hospital, USA; Dr PERNAR is a Clinical Fellow in Surgery, Brigham and Women's Hospital, Boston, Massachusetts.
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Amy M. SullivanHarvard Medical School, USA;Beth Israel Deaconess Medical Center, USA; Dr SULLIVAN is the Associate Director for Research at Harvard Medical School Academy and Assistant Professor of Medicine at Beth Israel Deaconess Medical Center, Boston, Massachusetts.
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Richard M. SchwartzsteinHarvard Medical School, USA;Beth Israel Deaconess Medical Center, USA; Dr SCHWARTZSTEIN is the Director of the Academy at Harvard Medical School and Ellen and Melvin Gordon Professor of Medical Education, Beth Israel Deaconess Medical Center, Boston, Massachusetts.
Pages e1478-e1484 | Published online: 25 Apr 2013

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Marta Fonseca, Pedro Marvão, Beatriz Oliveira, Bruno Heleno, Pedro Carreiro-Martins, Nuno Neuparth & António Rendas. (2023) The effectiveness of concept mapping as a tool for developing critical thinking in undergraduate medical education – a BEME systematic review: BEME Guide No. 81. Medical Teacher 0:0, pages 1-14.
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Dario Torre, Deborah German, Barbara Daley & David Taylor. (2023) Concept mapping: An aid to teaching and learning: AMEE Guide No. 157. Medical Teacher 45:5, pages 455-463.
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Cristiane Tolentino Machado & Ana Amélia Carvalho. (2020) Concept Mapping: Benefits and Challenges in Higher Education. The Journal of Continuing Higher Education 68:1, pages 38-53.
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Felipe Piza, Jennifer Cohn Kesselheim, Juliette Perzhinsky, Joanna Drowos, Roni Gillis, Khen Moscovici, Theodora E. Danciu, Agnieszka Kosowska & Holly Gooding. (2019) Awareness and usage of evidence-based learning strategies among health professions students and faculty. Medical Teacher 41:12, pages 1411-1418.
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Martha Peñuela-Epalza & Karla De la Hoz. (2019) Incorporation and evaluation of serial concept maps for vertical integration and clinical reasoning in case-based learning tutorials: Perspectives of students beginning clinical medicine. Medical Teacher 41:4, pages 433-440.
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Veronica W. Ho, Peter G. Harris, Rakesh K. Kumar & Gary M. Velan. (2018) Knowledge maps: a tool for online assessment with automated feedback. Medical Education Online 23:1.
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David G. Brauer & Kristi J. Ferguson. (2015) The integrated curriculum in medical education: AMEE Guide No. 96. Medical Teacher 37:4, pages 312-322.
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Articles from other publishers (24)

Susana Cristina Costa Pestana, Francisco Peixoto & Patrícia Rosado Pinto. (2022) Academic achievement and intrinsic motivation in higher education students: an analysis of the impact of using concept maps. Journal of Applied Research in Higher Education 15:3, pages 663-680.
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Asmaâ Sadki, Mariane Frenay, Gaëtane Leloup, Séverine Mateu-Ramis, Dominique Vanpee & Jean-François Denef. (2023) Intérêt de la cartographie conceptuelle en formation initiale de médecine dentaire. Pédagogie Médicale.
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Ünal Çakıroğlu, Samet Atabaş, Merve Aydın & Ilknur Özyılmaz. (2022) Creating concept maps with augmented reality: a case of eclipse of the lunar and solar topic. Research and Practice in Technology Enhanced Learning 17:1.
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Ida Bagus Amertha Putra Manuaba, Yi -No & Chien-Chih Wu. (2022) The effectiveness of problem based learning in improving critical thinking, problem-solving and self-directed learning in first-year medical students: A meta-analysis. PLOS ONE 17:11, pages e0277339.
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STELLA LOIZOU, Nicoletta Nicolaou, Bridget Anne Pincus, Alexia Papageorgiou & Peter McCrorie. (2022) Concept maps as a novel assessment tool in medical education. MedEdPublish 12, pages 21.
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STELLA LOIZOU, Nicoletta Nicolaou, Bridget Anne Pincus, Alexia Papageorgiou & Peter McCrorie. (2022) Concept maps as a novel assessment tool in medical education. MedEdPublish 12, pages 21.
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STELLA LOIZOU, Nicoletta Nicolaou, Bridget Anne Pincus, Alexia Papageorgiou & Peter McCrorie. (2022) Concept maps as a novel assessment tool in medical education. MedEdPublish 12, pages 21.
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Jeremy B. Richards & Richard M. Schwartzstein. (2022) Promoting Critical Thinking in Your Intensive Care Unit Team. Critical Care Clinics 38:1, pages 113-127.
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Aryo Pinandito, Didik D. Prasetya, Yusuke Hayashi & Tsukasa Hirashima. (2021) Design and development of semi-automatic concept map authoring support tool. Research and Practice in Technology Enhanced Learning 16:1.
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Jeremy B. Richards, Margaret M. Hayes & Richard M. Schwartzstein. (2020) Teaching Clinical Reasoning and Critical Thinking. Chest 158:4, pages 1617-1628.
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Marta Fonseca, Beatriz Oliveira, Pedro Carreiro-Martins, Nuno Neuparth & António Rendas. (2020) Revisiting the role of concept mapping in teaching and learning pathophysiology for medical students. Advances in Physiology Education 44:3, pages 475-481.
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Li Ye, Jack F. Eichler, Alex Gilewski, Lance E. Talbert, Emily Mallory, Mikhail Litvak, Emily M. Rigsby, Grace Henbest, Kiana Mortezaei & Cybill Guregyan. (2020) The impact of coupling assessments on conceptual understanding and connection-making in chemical equilibrium and acid–base chemistry. Chemistry Education Research and Practice 21:3, pages 1000-1012.
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Tony A Slieman & Troy Camarata. (2019) Case-Based Group Learning Using Concept Maps to Achieve Multiple Educational Objectives and Behavioral Outcomes. Journal of Medical Education and Curricular Development 6, pages 238212051987251.
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S. Mimi Mukherjee, Adriana Cabrera & Matthew A. Silva. (2018) Evaluation of group concept mapping during advanced pharmacy practice experiences. Currents in Pharmacy Teaching and Learning 10:12, pages 1616-1623.
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Noah L. Schroeder, John C. Nesbit, Carlos J. Anguiano & Olusola O. Adesope. (2017) Studying and Constructing Concept Maps: a Meta-Analysis. Educational Psychology Review 30:2, pages 431-455.
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Masego B Kebaetse, Maikutlo Kebaetse, Gaonyadiwe G Mokone, Oathokwa Nkomazana, Mpho Mogodi, John Wright, Rosemary Falama & Elizabeth Park. (2018) Learning support interventions for Year 1 medical students: a review of the literature. Medical Education 52:3, pages 263-273.
Crossref
Mohammed A. Islam, Gauri Sabnis & Fred Farris. (2017) The trilayer approach of teaching physiology, pathophysiology, and pharmacology concepts in a first-year pharmacy course: the TLAT model. Advances in Physiology Education 41:3, pages 395-404.
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Qing Wang, Huiping Li, Weiguo Pang, Shuo Liang & Yiliang Su. (2016) Developing an integrated framework of problem-based learning and coaching psychology for medical education: a participatory research. BMC Medical Education 16:1.
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Iveris L. Martinez, Kumar Ilangovan, Ebony B. Whisenant, Maryse Pedoussaut & Onelia G. Lage. (2016) Breast Health Disparities: A Primer for Medical Students. MedEdPORTAL.
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Luciana Brosina de Leon & Fernanda de Quadros Onófrio. (2015) Aprendizagem Baseada em Problemas na Graduação Médica – Uma Revisão da Literatura Atual. Revista Brasileira de Educação Médica 39:4, pages 614-619.
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Chia-Hui Hung & Chen-Yung Lin. (2015) Using concept mapping to evaluate knowledge structure in problem-based learning. BMC Medical Education 15:1.
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Peter F. Clardy & Richard M. Schwartzstein. (2015) Considering Cognition. Current Challenges and Future Directions in Pulmonary and Critical Care Fellowship Training. Annals of the American Thoracic Society 12:4, pages 474-479.
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Susan R. Wilcox, Todd A. Seigel, Tania D. Strout, Jeffrey I. Schneider, Patricia M. Mitchell, Evie G. Marcolini, Michael N. Cocchi, Howard A. Smithline, Lucienne Lutfy-Clayton, Marie Mullen, Jonathan S. Ilgen & Jeremy B. Richards. (2015) Emergency Medicine Residents' Knowledge of Mechanical Ventilation. The Journal of Emergency Medicine 48:4, pages 481-491.
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Viji Kurup & Denise Hersey. (2013) The changing landscape of anesthesia education. Current Opinion in Anaesthesiology 26:6, pages 726-731.
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