Incorporation and evaluation of serial concept maps for vertical integration and clinical reasoning in case-based learning tutorials: Perspectives of students beginning clinical medicine

Abstract

Background: Concept maps and case-based learning (CBL) are recognized and useful strategies to enhance undergraduate medical learning. However, research on the use of a mixed approach is limited.

Aims: To incorporate serial concept mapping (CM) into CBL tutorials, to explore students’ perspectives on the worth of the method to better understand patients’ problems and elicit diagnoses, and to assess the student’s learning.

Methods: We designed a four-phase method of CBL that incorporated serial mapping to assist students in the process of knowledge construction regarding the underlying principles of the patients’ present complaints, the recognition of disease patterns and the eliciting of diagnostic hypotheses. Students worked both individually and collaboratively. We used a questionnaire to explore the students’ perspectives of the method and a score system to assess end-of-course performance.

Results: The students perceived that serial CM was useful to integrate previous knowledge into new clinical information for case analysis and to elicit diagnoses. They also reported an increase in content-related knowledge. The end-of-course scores were high for most students.

Conclusions: Novice medical students perceived serial CM in CBL tutorials as an effective strategy for learning. End-of-course examination scores indicated that they improved case analysis and clinical reasoning skills.

Acknowledgments

We would like to thank the Centro para la Excelencia Docente (CEDU) of the Universidad del Norte for their administrative and academic support. We would also like to thank Naybe Rosado and Julian Fernández for their comments on the manuscript and all of the students that participated in this study.

Disclosure statement

The authors report no conflicts of interest. The authors alone are responsible for the content and writing of this article.

Glossary

Serial concept map: A series of evolving maps created about a single concept or question over a specified time period.

Daley BJ, Torre DM. 2010. Concept maps in medical education: an analytical literature review. Med Educ. 44:440–448.

Group concept mapping: Refers to any methodology that is used to produce a picture or map of the ideas or concepts of a group that integrates well-known group processes such as brainstorming and unstructured sorting.

Trochim W, Kane M. 2005. Concept mapping: an introduction to structured conceptualization in health care. Int J Qual Health Care. 17(3):187–191.

Additional information

Notes on contributors

Martha Peñuela-Epalza

Martha Peñuela-Epalza, MD, MS, MSc, is an associate professor of Epidemiology, Research Methods, Public Health and Health Education. She previously coordinated the case-based learning programme of the medical school. She was consultant at the Universidad del Norte Centre for Teaching Excellence.

Karla De la Hoz

Karla De la Hoz has a qualification degree in children education. She is research assistant at the Universidad del Norte Centre for Teaching Excellence.