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Using Learning Outcome Measures to assess Doctoral Nursing Education

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Case-Based Group Learning Using Concept Maps to Achieve Multiple Educational Objectives and Behavioral Outcomes.

Tony A Slieman¹, Troy Camarata¹

¹New York Institute of Technology College of Osteopathic Medicine, Arkansas State, Jonesboro, AR, USA.

Journal of Medical Education and Curricular Development

|September 14, 2019

Summary

This summary is machine-generated.

This study enhanced medical education by integrating basic science with clinical practice using active learning. Students showed improved critical thinking, teamwork, and knowledge integration through concept mapping activities.

Keywords:

Group-developed concept mapping collaborative learning faculty facilitation interprofessional collaboration peer review

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Area of Science:

Medical Education
Health Professions Education

Background:

Effective knowledge integration is crucial for physicians.
Developing professional behaviors like teamwork is vital in medical training.

Purpose of the Study:

To design and implement an active learning strategy for first-year medical students.
To foster knowledge integration and professional development.

Main Methods:

A weekly, 2-hour active learning session was developed.
The approach involved concept mapping, peer review, and group evaluation within a case-based curriculum.
Rubrics were used to assess concept maps, peer review, and group dynamics.

Main Results:

Statistical analysis showed significant improvements in critical thinking and teamwork.
Concept mapping scores improved significantly, indicating better integration of basic science and clinical concepts.
Student evaluations confirmed the effectiveness of the approach.

Conclusions:

The concept map-based active learning strategy successfully met its objectives.
This method enhances both knowledge integration and professional development in preclinical medical students.