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Visualizing complex processes using a cognitive-mapping tool to support the learning of clinical reasoning.

Bian Wu1, Minhong Wang2, Tina A Grotzer3

  • 1Department of Educational Information Technology, East China Normal University, KM&EL Lab, The University of Hong Kong, Hong Kong SAR, Hong Kong.

BMC Medical Education
|August 24, 2016
PubMed
Summary

A computer-based cognitive-mapping approach improved medical students' clinical reasoning performance compared to a verbal-text method. This approach helps externalize the reasoning process, enhancing learning outcomes in practical case studies.

Keywords:
Clinical reasoningCognitive mappingComputersTechnology

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Area of Science:

  • Medical Education
  • Cognitive Science
  • Health Professions Education

Background:

  • Clinical reasoning is crucial for medical training, but complex reasoning processes are difficult for students to articulate.
  • Practical experience with clinical cases is a cornerstone of medical education.
  • Students often struggle to capture and externalize the intricate cognitive processes involved in clinical decision-making.

Purpose of the Study:

  • To evaluate the effectiveness of a computer-based cognitive-mapping approach in enhancing medical students' learning of clinical reasoning.
  • To compare the impact of cognitive mapping versus a traditional verbal-text approach on reasoning processes and knowledge acquisition.
  • To investigate how externalizing reasoning and underlying knowledge affects learning outcomes in simulated clinical cases.

Main Methods:

  • Fifty-two medical students (3rd year or higher) were divided into an experimental (cognitive-mapping) group and a control (verbal-text) group.
  • Participants worked with four simulated clinical cases over four weeks, documenting their reasoning (data capture, hypothesis, justification) and knowledge (concepts, relationships).
  • Learning products were analyzed to compare the two approaches' effects on reasoning and knowledge representation.

Main Results:

  • Students using the cognitive-mapping approach demonstrated superior performance in the reasoning process compared to the verbal-text group.
  • No significant differences were observed between the groups in their ability to articulate the knowledge underlying their reasoning.
  • A knowledge posttest revealed no significant differences in overall knowledge acquisition between the two methods.

Conclusions:

  • The computer-based cognitive-mapping approach shows significant promise for enhancing clinical reasoning skills in medical students.
  • Further research is recommended to explore the cognitive-mapping approach's potential for improving subject-matter knowledge construction from practical experience.
  • Cognitive mapping may be a valuable tool for making complex reasoning processes more explicit and learnable in clinical education.