Group concept mapping: An approach to explore group knowledge organization and collaborative learning in senior medical students

Abstract

Introduction: Group concept mapping may be used as a learning strategy that can potentially foster collaborative learning and assist instructors to assess the development of knowledge organization in medical students.

Methods: Group concept maps were created by 39 medical students rotating through a fourth year medicine rotation. The group maps were developed based on a clinical vignette. Descriptive statistics and thematic analysis of students’ evaluations were performed.

Results: Evaluations indicated that students enjoyed the collaborative nature of the exercise and the knowledge sharing activities associated with it. Group maps can demonstrate different knowledge organization

Discussion: Group concept mapping can be used to explore students’ organization and integration of knowledge structures in a collaborative setting. Additional research should focus on how group mapping and learning progresses over time and, whether group mapping can help identify curricular strengths and needs.

Glossary

Concept map: A concept map is a schematic device for representing a set of concept meanings in a framework of propositions (Novak and Gowin 1984, p. 15).

Collaborative learning: Instructional method where students work together in small groups toward a common goal (Johnson and Johnson 2009).

Knowledge organization: Mental systems used to organize concepts and principles into meaningful units.

Disclosure statement

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

Notes on contributors

Barbara J. Daley, RN, PhD, is Professor of Adult & Continuing Education at the University of Wisconsin, Milwaukee. She teaches course in adult learning theory, organizational learning, and qualitative research.

Katherine Picho, PHD, is assistant professor in the Department of Medicine. She teaches courses in measurement, assessment and evaluation.

Steven Durning, MD, PhD, is Professor of Medicine and Pathology at the Uniformed Services University of the Health Sciences (USUHS). He directs the Introduction of Clinical Reasoning Course and is a general internist.