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Published on: January 8, 2019
Quantitative concept mapping in pulmonary physiology: comparison of student and faculty knowledge structures
W C McGaghie1, D R McCrimmon, G Mitchell
1Office of Medical Education, Northwestern University Medical School, Chicago, Illinois 60611, USA. wcmc@northwestern.edu
Advances in Physiology Education
|July 21, 2000
Summary
Quantitative concept mapping reveals that while students
Area of Science:
- Physiology Education
- Cognitive Science
- Educational Psychology
Background:
- Quantitative concept mapping offers a scientifically rigorous approach to analyzing concept learning.
- Previous research has explored the structure of student concept learning in pulmonary physiology.
Purpose of the Study:
- To extend quantitative research on student concept learning in pulmonary physiology.
- To analyze the structure of concept knowledge in medical and veterinary students and their instructors.
Main Methods:
- Utilized Pathfinder scaling to generate concept maps for students and instructors.
- Evaluated concept maps for coherence, student-instructor similarity, and correlation with examination scores.
Main Results:
- Student and instructor concept maps demonstrated coherence.
- Student concept maps showed increased similarity to instructor maps post-instruction.
- Concept map similarity did not correlate with final examination performance.
Conclusions:
- Student knowledge structures in pulmonary physiology evolve during instruction.
- Factors beyond concept map similarity may influence examination performance.
- Further research is needed to understand variations in student and faculty knowledge structures.
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