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Influence of Faculty-Derived Concept Maps on Student Study Strategies.
Kaitlin P Hardy1,2, Amanda K Burbage3, Julie A Kerry4
1Macon and Joan Brock Virginia Health Sciences Eastern Virginia Medical School at Old Dominion University, Norfolk, VA USA.
Medical Science Educator
|March 9, 2026
Summary
Faculty-derived concept maps (FD-maps) help medical students streamline studying and organize information. Their use increased student adoption of concept mapping, potentially overcoming barriers to this valuable study strategy.
Area of Science:
- Medical Education
- Cognitive Science
- Educational Technology
Background:
- Concept mapping is an established study tool for organizing information visually.
- Student resistance to concept mapping exists due to time and effort.
- Faculty-derived concept maps (FD-maps) were developed for a medical school Foundational Science module.
Purpose of the Study:
- To explore medical students' perceptions of faculty-derived concept maps (FD-maps).
- To investigate if FD-maps help overcome student resistance to concept mapping adoption.
Main Methods:
- Mixed methods approach analyzing student evaluation data.
- Survey deployed to M1 and M2 medical students (26% and 20% response rates).
- Binary logistic regression and Wald test used for survey data analysis.
Main Results:
- Students found FD-maps helpful for streamlining study and organizing content.
- Overall student use of concept mapping increased post-module.
- Ranking FD-maps' importance and annotating them boosted concept mapping adoption.
Conclusions:
- Students perceived FD-maps as beneficial for learning and organizing information.
- FD-map utilization led to increased student adoption of concept mapping.
- FD-maps may help mitigate barriers to concept mapping as a study strategy.
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