Capturing the Integration of Practice-Based Learning with Beliefs, Values, and Attitudes using Modified Concept...

Area of Science:

• Medical Education
• Psychology of Learning
• Clinical Psychology

Background:

• Practice-based learning integrates cognitive, psychomotor, and affective domains.
• Student beliefs, values, and attitudes significantly influence learning experiences.
• Concept mapping is a tool to visualize knowledge structures and conceptual change.

Purpose of the Study:

• To modify concept mapping for capturing student perceptions in practice-based clinical learning.
• To explore the connections between different domains (thinking, emotions, behavior, attitudes, values, beliefs) and clinical experiences.
• To understand the influence of beliefs and values on students' overall clinical practice learning over eight months.

Main Methods:

• Modified concept mapping technique applied over an eight-month period.
• Data collection focused on students' perceptions of connections between learning domains and clinical experiences.
• Qualitative analysis of concept maps to identify themes and patterns.

Main Results:

• Modified concept mapping proved a manageable method for gathering rich data on student perceptions.
• Findings revealed the strong integrating influence of students' beliefs and values across various practice domains.
• Identified specific connections students made between their clinical experiences and their cognitive, emotional, and behavioral learning.

Conclusions:

• Modified concept mapping is a viable tool for assessing student perceptions in practice-based clinical education.
• Beliefs and values play a crucial, integrating role in student learning and must be addressed in educational programs.
• Further research can refine concept mapping methods for deeper insights into clinical learning.