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Medical Teacher Volume 34, 2012 - Issue 11
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Research Article

Students’ perception of a modified form of PBL using concept mapping

Jonas Innies AddaeThe University of the West Indies, Trinidad and Tobago; JONAS INNIES ADDAE, MB ChB, PhD, is a professor of Physiology (Neuroscience) with interest in biological models of learning and memory. He previously coordinated the problem-based Learning programme of the medical school. He works closely with the Centre for Medical Sciences Education and has published papers on medical education.Correspondence[email protected]
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Jacqueline I. WilsonThe University of the West Indies, Trinidad and Tobago; JACQUELINE I. WILSON, EdD, is a lecturer of Educational Technology. She advises staff and students on teaching and learning methodologies including problem-based learning and concept mapping.
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Christine CarringtonThe University of the West Indies, Trinidad and Tobago; CHRISTINE CARRINGTON, PhD, is senior lecturer in Biochemistry. She has interest in PBL and is involved in the planning and tutoring of a number of courses.
Pages e756-e762 | Published online: 12 Nov 2012

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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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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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Jonas I. Addae, Pradeep Sahu & Bidyadhar Sa. (2017) The relationship between the monitored performance of tutors and students at PBL tutorials and the marked hypotheses generated by students in a hybrid curriculum. Medical Education Online 22:1.
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K. Gosselin, J. L. Norris & M.-J. Ho. (2016) Beyond homogenization discourse: Reconsidering the cultural consequences of globalized medical education. Medical Teacher 38:7, pages 691-699.
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Fred R. Dee, Thomas H. Haugen & Clarence D. Kreiter. (2014) New web-based applications for mechanistic case diagramming. Medical Education Online 19:1.
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Articles from other publishers (11)

Yang Yan, Wang Yuehong, Li Kun, Zhou Hongbo, Zhang Hongyu, Yang Yingming & Zhao Zhili. (2023) Implementation of mind mapping with problem-based learning in prosthodontics course for Chinese dental students. BMC Medical Education 23:1.
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Yoon Min Gil & Byung‐Do Lee. (2022) Concept map‐based learning in an oral radiographic interpretation course: Dental students' perceptions of its role as a learning tool. European Journal of Dental Education 27:1, pages 201-208.
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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.
Crossref
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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Mieke Boon & Sophie Van Baalen. (2018) Epistemology for interdisciplinary research – shifting philosophical paradigms of science. European Journal for Philosophy of Science 9:1.
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Janet K. Garwood, Azza H. Ahmed & Sara A. McComb. (2018) The Effect of Concept Maps on Undergraduate Nursing Students’ Critical Thinking. Nursing Education Perspectives 39:4, pages 208-214.
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Chuifeng Fan, Biying Jiang, Xiuying Shi, Enhua Wang & Qingchang Li. (2018) Update on research and application of problem-based learning in medical science education. Biochemistry and Molecular Biology Education 46:2, pages 186-194.
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C. Sousa. (2016) Problem-based learning on cell biology and ecophysiology using integrated laboratory and computational activities. Multidisciplinary Journal for Education, Social and Technological Sciences 3:1, pages 118.
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Mohamed Al-Eraky. (2013) The cultural flavours of problem-based learning. Medical Education 47:10, pages 1049-1049.
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