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Concept Mapping as a Tool for Fostering Self-Directed Learning Among Graduate Medical Students in Biochemistry: An
Zachariah Bobby1, V Devanatha Desikan1, Z Zayapragassarazan2
1Department of Biochemistry, Jawaharlal Institute of Postgraduate Medical Education and Research (JIPMER), Puducherry, India.
Summary
Concept mapping significantly improved understanding in medical students. This active learning strategy enhanced self-directed learning more than traditional self-study, especially for low achievers.
Area of Science:
- Biochemistry Education
- Medical Education Research
Background:
- Concept mapping is an active learning strategy.
- It promotes self-directed learning and intellectual involvement.
Purpose of the Study:
- To test the utility of concept mapping in improving self-directed learning.
- To assess its impact on biochemistry understanding among medical graduate students.
Main Methods:
- First-year medical students created concept maps on biochemistry topics.
- Pre- and posttests with MCQs evaluated learning gains.
- Student feedback and focus group discussions were analyzed.
Main Results:
- Concept mapping led to significant gains in understanding biochemistry topics.
- Overall gains were higher than self-study, statistically significant in low achievers.
- Students reported concept mapping as more beneficial than self-study for self-directed learning.
Conclusions:
- Concept mapping is an effective method for enhancing self-directed learning in medical graduate students.
- It fosters deeper understanding and active engagement with biochemistry material.
- Facilitating factors for self-directed learning through concept mapping were identified.
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