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Collaborative Development of Feedback Concept Maps for Virtual Patient-Based Clinical Reasoning Education: Mixed

Anja Mayer1, Inga Hege2, Andrzej A Kononowicz3

  • 1Medical Education Sciences, University of Augsburg, Augsburg, Germany.

JMIR Medical Education
|January 30, 2025
PubMed
Summary
This summary is machine-generated.

Collaborative concept mapping in clinical reasoning (CR) education enhances feedback by integrating diverse health professional perspectives. Consensus workshops created useful and accepted concept maps for medical students, improving CR education.

Keywords:
Europeclinical reasoningcollaborativeconcept mapconsensus building processconsensus mapcontent analysisdescriptive analysisdevelopmentfeedbackhealth professionalhealth professionals' educationinternational collaborationmedical studentmixed methodquestionnaireundergraduatevirtual patient

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Area of Science:

  • Medical Education
  • Clinical Reasoning
  • Health Professions Education

Background:

  • Concept maps are effective tools for teaching clinical reasoning (CR), enabling documentation and connection of findings, tests, diagnoses, and treatments.
  • Integrating concept maps with virtual patients allows for automated feedback.
  • Collaborative creation of feedback concept maps by multiple health professionals may address the nonlinear nature of CR and incorporate diverse perspectives.

Purpose of the Study:

  • To develop and evaluate a collaborative process for creating feedback concept maps within virtual patient-based CR education.

Main Methods:

  • Health professionals from various specialties and backgrounds individually created concept maps.
  • Structured workshops were used to achieve consensus on these concept maps.
  • Medical students participated in focus groups to discuss the generated concept maps.
  • Qualitative content analysis and descriptive comparison were employed to analyze the data.

Main Results:

  • Four workshops involved 14 health professionals, resulting in consensus concept maps with more nodes and connections than individual maps.
  • Consensus concept maps were well-received, though their scope and content varied.
  • Two focus groups with 9 medical students revealed varied opinions on concept map features, balancing depth and flexibility.

Conclusions:

  • Consensus workshops provide a constructive method for developing feedback concept maps that incorporate multiple health professional viewpoints.
  • The resulting concept maps are perceived as useful and acceptable by students.
  • Further research is needed to optimize collaborative concept map creation and identify features that enhance learner outcomes.