A qualitative evaluation of medical student learning with concept maps

Abstract

Purpose and Aims: The purpose of this study was to investigate the ways in which the use of concept maps influenced the learning processes of third year internal medicine students in the context of medical education. Reported here are the qualitative results of this study.

Methods: One–hundred thirty four medical students were taught to use concept mapping as a learning strategy at the beginning of their internal medicine rotations. Upon completion of the internal medicine rotation students were asked to evaluate how concept maps fostered the process of linking theoretical information to clinical practice. Additionally, students described how concept maps impacted their learning.

Results: In this study, concept maps fostered a positive connection between theory and practice. Additionally, students described three major themes impacting their learning: concept mapping as a facilitator of knowledge integration and critical thinking, as a teaching methodology and finally, as a learning method.

Conclusions: This study suggests concept maps may be an instructional method to foster the learning and thinking process of medical students.

Additional information

Notes on contributors

D. M. Torre

DARIO M. TORRE, MD, MPH Associate Professor of Medicine, and Medicine Clerkship director Medical College of Wisconsin.

B. Daley

BARBARA J. DALEY, Ph.D. Chairperson, Department of Administrative Leadership. Associate Professor–Adult and Continuing Education Program School of Education. University of Wisconsin–Milwaukee.

Tracy Stark-Schweitzer

TRACY STARK-SCHWEITZER, BSN: RN, MSN, and she is a doctoral candidate at UWM College of Nursing.

Singh Siddartha

SINGH SIDDARTHA MD, Assistant Professor of Medicine, Medical College of Wisconsin.

Jenny Petkova

JENNY PETKOVA MD, Assistant Professor of Medicine, Medical College of Wisconsin.

Monica Ziebert

MONICA ZIEBERT, MD, DDS Assistant Professor of Medicine, Medical College of Wisconsin.