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Medical Teacher Volume 28, 2006 - Issue 2
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Web Paper

Attitudes to concept maps as a teaching/learning activity in undergraduate health professional education: influence of preferred approach to learning

David W. Laight University of Portsmouth, UKCorrespondence[email protected]
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Pages e64-e67 | Published online: 03 Jul 2009

Citations (17)

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Read on this site (2)

Kimatha Grice. (2016) Concept Mapping as a Learning Tool in Occupational Therapy Education. Occupational Therapy In Health Care 30:3, pages 309-318.
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D. M. Torre, B. Daley, Tracy Stark-Schweitzer, Singh Siddartha, Jenny Petkova & Monica Ziebert. (2007) A qualitative evaluation of medical student learning with concept maps. Medical Teacher 29:9-10, pages 949-955.
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Articles from other publishers (15)

Chandrika Teli, Nilesh Kate & H S Kadlimatti. (2020) Comparison of mind mapping and didactic instructional method in learning neuroanatomy for first MBBS students. Indian Journal of Clinical Anatomy and Physiology 7:2, pages 243-246.
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Constantine G. Haidaris & John G. Frelinger. (2019) Inoculating a New Generation: Immunology in Medical Education. Frontiers in Immunology 10.
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William D. Kernan, Corey H. Basch & Valerie Cadorett. (2017) Using Mind Mapping to Identify Research Topics: A Lesson for Teaching Research Methods. Pedagogy in Health Promotion 4:2, pages 101-107.
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Daniel Hernández-Torrano, Syed Ali & Chee-Kai Chan. (2017) First year medical students’ learning style preferences and their correlation with performance in different subjects within the medical course. BMC Medical Education 17:1.
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Lacy M. Cleveland, Jeffrey T. Olimpo & Sue Ellen DeChenne-Peters. (2017) Investigating the Relationship between Instructors’ Use of Active-Learning Strategies and Students’ Conceptual Understanding and Affective Changes in Introductory Biology: A Comparison of Two Active-Learning Environments. CBE—Life Sciences Education 16:2, pages ar19.
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Barbara J. Daley, Sarah Morgan & Sarah Beman Black. (2016) Concept Maps in Nursing Education: A Historical Literature Review and Research Directions. Journal of Nursing Education 55:11, pages 631-639.
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Keri D. Hager, Claire Kolar & Kristin K. Janke. (2016) Concept mapping, reflective writing, and patchwork text assessment in a first-year pharmaceutical care course. Currents in Pharmacy Teaching and Learning 8:4, pages 492-500.
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Sanet Henriët Kotzé & Calvin Gerald Mole. (2015) Making large class basic histology lectures more interactive: The use of draw-along mapping techniques and associated educational activities. Anatomical Sciences Education 8:5, pages 463-470.
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Tomáš Helikar, Christine E. Cutucache, Lauren M. Dahlquist, Tyler A. Herek, Joshua J. Larson & Jim A. Rogers. (2015) Integrating Interactive Computational Modeling in Biology Curricula. PLOS Computational Biology 11:3, pages e1004131.
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Margaret Wolff, Mary Jo Wagner, Stacey Poznanski, Jocelyn Schiller & Sally Santen. (2015) Not Another Boring Lecture: Engaging Learners with Active Learning Techniques. The Journal of Emergency Medicine 48:1, pages 85-93.
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Alla Anohina-Naumeca. (2014) Finding Factors Influencing Students’ Preferences to Concept Mapping Tasks: Literature Review. Procedia - Social and Behavioral Sciences 128, pages 105-110.
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Gloria Gomez, Robin Griffiths & Pooshan Navathe. 2014. Cases on Teaching Critical Thinking through Visual Representation Strategies. Cases on Teaching Critical Thinking through Visual Representation Strategies 223 271 .
Beatrice Pudelko, Meredith Young, Philippe Vincent‐Lamarre & Bernard Charlin. (2012) Mapping as a learning strategy in health professions education: a critical analysis. Medical Education 46:12, pages 1215-1225.
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Tak-ming Yu & Chen Chen. (2012) Thinking styles and preferred teacher interpersonal behavior among Hong Kong students. Learning and Individual Differences 22:4, pages 554-559.
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David A. Boley. (2008) Use of Premade Mind Maps to Enhance Simulation Learning. Nurse Educator 33:5, pages 220-223.
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