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Updated: Jun 7, 2026

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

Concept mapping assessment in a problem-based medical curriculum.

Salah Eldin Kassab¹, Shereen Hussain

¹Royal College of Surgeons in Ireland, Medical University of Bahrain, Kingdom of Bahrain. skassab@rcsi-mub.com

Medical Teacher

|November 3, 2010

Summary

Concept map scoring in medical education demonstrates good to excellent interrater reliability. While scores improved over time, their correlation with summative exams was weak, suggesting further validation is needed.

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Last Updated: Jun 7, 2026

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

Area of Science:

Medical Education
Cognitive Assessment

Background:

Problem-based learning (PBL) is central to the medical curriculum at Arabian Gulf University.
Students in this curriculum create concept maps for each PBL case.

Purpose of the Study:

To assess the reliability and predictive validity of concept map scores.
To evaluate a structured tool for concept map assessment.

Main Methods:

Concept maps from second and fourth-year medical students were analyzed.
Five raters evaluated maps using criteria like concept validity, hierarchy, integration, context relevance, and creativity on a 5-point Likert scale.
Interrater reliability was measured using intraclass correlation coefficient (ICC); predictive validity was assessed against summative examination scores.

Main Results:

Concept map scores showed good to excellent interrater reliability (Year 2 ICC: 0.75; Year 4 ICC: 0.69).
Year 4 students scored significantly higher on concept maps than Year 2 students (p < 0.001).
Correlations between concept map scores and summative examination scores ranged from none to mild.

Conclusions:

The structured tool for assessing concept maps exhibits good to excellent interrater reliability in this medical curriculum.
Further research is necessary to confirm the generalizability and validity of this assessment method.