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Concept map as an adjunct tool to teach pathology.

Shivayogi R Bhusnurmath1, Bharti Bhusnurmath1, Shefali Goyal1

  • 1Department of Pathology, School of Medicine, St. George's University, Grenada, West Indies.

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Summary

Concept maps (CMs) effectively enhance pathology education. Student-created CMs strongly correlated with higher examination scores, demonstrating their value in conceptual learning and clinical problem-solving.

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Area of Science:

  • Medical Education
  • Pathology Teaching
  • Cognitive Tools in Learning

Background:

  • Concept maps (CMs) were investigated for their efficacy in teaching pathology conceptually.
  • This study aimed to assess the relationship between the quality of student-generated CMs and their clinical problem-solving abilities.

Purpose of the Study:

  • To correlate the quality of student-drawn concept maps with their performance on clinical problem-solving tests.
  • To evaluate the effectiveness of concept mapping as a pedagogical tool in pathology.

Main Methods:

  • Students received instruction on concept map creation.
  • Each student produced at least ten concept maps throughout the course, which were evaluated.
  • Scores from 2,900 concept maps from 290 students were analyzed.
  • Concept map scores were correlated with midterm and final examination scores using Wilcoxon signed-rank test and Spearman's rank-order correlation.

Main Results:

  • Mean concept map scores were 59% (midterm) and 69.7% (final).
  • Mean examination scores were 76% (midterm) and 84.2% (final).
  • A highly significant positive correlation (P < 0.0001) was found between concept map scores and examination performance.

Conclusions:

  • Concept maps are a valuable tool for effective pathology instruction.
  • The quality of concept maps created by students is a significant predictor of their academic success in pathology.